Interpreting Evolutionary Diagrams: When Topology and Process Conflict

Autor/inn/en	Catley, Kefyn M.; Novick, Laura R.; Shade, Courtney K.
Titel	Interpreting Evolutionary Diagrams: When Topology and Process Conflict
Quelle	In: Journal of Research in Science Teaching, 47 (2010) 7, S.861-882 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20384
Schlagwörter	Evolution; Textbooks; Visual Aids; Topology; College Students; Concept Formation; Context Effect; Coding; Sociolinguistics; Student Attitudes + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; Anschauungsmaterial; Topologie; Collegestudent; Concept learning; Begriffsbildung; Codierung; Programmierung; Soziolinguistik; Schülerverhalten
Abstract	The authors argue that some diagrams in biology textbooks and the popular press presented as depicting evolutionary relationships suggest an inappropriate (anagenic) conception of evolutionary history. The goal of this research was to provide baseline data that begin to document how college students conceptualize the evolutionary relationships depicted in such noncladogenic diagrams and how they think about the underlying evolutionary processes. Study 1 investigated how students (n = 50) interpreted the evolutionary relationships depicted in four such evolutionary diagrams. In Study 2, new students (n = 62) were asked to interpret what the students in Study 1 meant when they used the terms "evolved into/from" and "ancestor/descendant of". The results show the interpretations fell broadly into two categories: (a) evolution as an anagenic rather than cladogenic process, and (b) evolution as a teleological (purpose-driven) process. These results imply that noncladogenic diagrams are inappropriate for use in evolution education because they lead to the misinterpretation of many evolutionary processes. (Contains 1 table, 7 figures and 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10