Titlebook: Evolution Education Re-considered; Understanding What W Ute Harms,Michael J. Reiss Book 2019 Springer Nature Switzerland AG 2019 Teaching E

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Using Human Examples to Teach Evolution to High School Students: Increasing Understanding and Decreion understanding from pretest to posttest in students’ understanding of variation, heritability, differential survival, and frequency/distribution, and a significant decrease in cognitive biases and misconceptions when responding to prompts about change in both human and mice. When the instruction

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Models and Modeling in Evolution,he use of models and modeling can affect the cognitive gains of learners in biology and evolution in particularly. This chapter will discuss an evolution unit grounded in the use of modeling and its effects on learning in evolution and attitudes toward science in general. The first section will incl

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Transforming a College Biology Course to Engage Students: Exploring Shifts in Evolution Knowledge ace of evolution. In particular, our investigation promoted sense making, evaluating, argumentation, and consensus building while providing rich, meaningful learning about natural selection. This data-driven strategy engaged students in evolutionary phenomena directly, another avenue to promoting con

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What Now for Evolution Education?,reasons for optimism as the biology education community is gradually building up a corpus of knowledge about what works well when teaching specific aspects of evolution. Nevertheless, one of the conclusions of this book is that there is much that still remains to be done in researching evolution edu

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f studies from around the word conducted both inside and outside of school. The volume is unique and provides an essential reference point and platform for future work for the foreseeable future. .978-3-030-14700-6978-3-030-14698-6

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Contributions to Management Sciencer cognitive, socio-cultural or affective reasons (Jones & Reiss in . Peter Lang, New York, .; Rosengren et al. in Evolution challenges integrating research and practice in teaching and learning about evolution. Oxford University Press, Oxford, .; Kampourakis in Understanding evolution. Cambridge Uni

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Entrepreneurship Education at Universitiesper student). The analysis of these interviews shows students’ conceptions of teleological thinking and goal-oriented adaptation. During the learning progression, the students include more and more scientific concepts, but the fact that some previous understanding (goal-oriented adaptation) remains