A modeling approach to teaching evolutionary biology in high schools
A modeling approach to teaching evolutionary biology in high schools
复制标题
高中进化生物学教学的建模方法
DOI：
10.1002/tea.10020
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发表时间：
2002
影响因子：
4.6
通讯作者：
J. Stewart
中科院分区：
文献类型：
--
作者：
Cynthia Passmore;J. Stewart
科学教育文献中有许多实证报告记录了学生在理解进化，特别是自然选择方面的困难。不幸的是，由于经验报告的性质，这些研究中的学生接受的指导的细节很少提供。在这篇文章中，我们描述的承诺和研究，进入一个9周的高中课程进化生物学的设计。本课程的目的是让学生了解进化生物学的实践，让他们参与发展，阐述和使用该学科最重要的解释模型之一-达尔文的自然选择模型。这篇文章不是关于学生理解的实证报告，而是描述我们对什么构成进化中的理解以及从这个角度设计的课程的看法。学生工作的例子是用来增加丰富的课程的描述，以及说明复杂的推理，当学生有机会和概念工具，从事现实的调查存在的潜力。© 2002 Wiley Periodicals，Inc. J Res Sci Teach 39：185-204，2002
There are numerous empirical reports in the science education literature documenting the difficulty students have in understanding evolution, in particular natural selection. Unfortunately, because of the nature of empirical reports, much detail about the instruction that students in these studies received is seldom provided. In this article we describe the commitments and research that went into the design of a 9-week high school course in evolutionary biology. This course was designed to bring students to an understanding of the practice of evolutionary biology by engaging them in developing, elaborating, and using one of the discipline's most important explanatory models—Darwin's model of natural selection. This article is not an empirical report on student understanding but is instead a description of our view of what constitutes understanding in evolution and of a curriculum designed from this perspective. Examples of student work are used to add richness to the description of the course as well as to illustrate the potential for sophisticated reasoning that exists when students are given the opportunity and conceptual tools to engage in realistic inquiry. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 185–204, 2002