Seeding Evolutionary Thinking by Engaging Children in Modeling Its Foundations

Autor/inn/en	Lehrer, Richard; Schauble, Leona
Titel	Seeding Evolutionary Thinking by Engaging Children in Modeling Its Foundations
Quelle	In: Science Education, 96 (2012) 4, S.701-724 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.20475
Schlagwörter	Evolution; Biological Sciences; Middle School Students; Children; Models; Elementary School Students; Elementary School Science; Secondary School Science; Elementary Secondary Education; Educational Practices; Teaching Methods; Science Instruction; Science Education + Suchen Sie Ihr Suchwort? Abwasserbiologie; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Child; Kind; Kinder; Analogiemodell; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung
Abstract	Although the core work of science is oriented toward constructing, revising, applying, and defending models of the natural world, models appear only rarely in school science, and usually only as illustrations, rather than theory building tools. We describe the rationale and structure for a learning progression to understand the development of modeling under supportive forms of instruction. In this case, elementary and middle school students are modeling "big ideas" in the life sciences that hold the promise of serving as a conceptual foundation for reasoning about the theory of evolution later in their education. In this conceptual paper, we sketch changes from grades K through 6 in representational and modeling practices across three interlocking constructs that, considered collectively, comprise the aforementioned conceptual foundation: "Change" (in individuals and populations), "Variation," and "Ecosystems." The paper closes by delineating pedagogical principles for supporting the development of modeling across grades of instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10