HOW NATURAL INTUITIONS ABOUT AGENCY AND PURPOSE INFLUENCE LEARNING ABOUT EVOLUTION
HOW NATURAL INTUITIONS ABOUT AGENCY AND PURPOSE INFLUENCE LEARNING ABOUT EVOLUTION
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关于能动性和目的的自然直觉如何影响学习进化论
DOI：
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发表时间：
2011
期刊：
影响因子：
--
通讯作者：
D. Kelemen
中科院分区：
文献类型：
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作者：
D. Kelemen
自然选择是进化的核心机制之一，是生物学的统一原理，也是生物有机体功能适应的过程。尽管自然选择对于理解生物复杂性和多样性至关重要，并且与医学、生物技术和农业具有重要的实际意义，但它仍然是当代科学中最被广泛误解的概念之一。对这一过程的误解不仅存在于高中生和本科生中，他们是自然选择和进化教学单元的通常目标，而且令人不安的是，许多接受过培训以指导他们进行该主题的高等教育教师也存在这种误解（例如，Brumby，1979，1984；Bishop＆Anderson，1990；Clough＆Wood-Robinson，1985；Deadman＆Kelly， 1978；Evans、Legare 和 Rosengren，2011；Jungwirth，1975、1977；Nehm 和 Schonfeld，2006；Shtulman 和 Calabi，本卷。在本章中，我将回顾其中一些误解，并认为其中许多误解的根源在于学龄前儿童和小学生中可以观察到的认知偏差。其中的核心是通过参考功能来解释现象的目的论倾向。我将描述探索这种趋势的发展工作，并回顾最近的发现（主要来自我自己的实验室），涉及偏见的可能起源。本章最后讨论了这项研究和其他发展研究对进化教育教学实践的影响。
Natural selection is one of the core mechanisms of evolution, a unifying principle in biology, and the process responsible for the functional adaptation of biological organisms. Despite its centrality to understanding biological complexity and diversity and its key practical relevance to medicine, biotechnology, and agriculture, natural selection remains one of the most widely misunderstood concepts of contemporary science. Misconceptions about the process not only persist among the high school students and undergraduates who are the usual targets of instructional units focused on natural selection and evolution but, disturbingly, also among many of the postsecondary teachers who have been trained to instruct them on the topic (e.g., Brumby, 1979, 1984; Bishop & Anderson, 1990; Clough & Wood-Robinson, 1985; Deadman & Kelly, 1978; Evans, Legare, & Rosengren, 2011; Greene, 1990; Jungwirth, 1975, 1977; Nehm, Kim, & Sheppard, 2009; Nehm & Schonfeld, 2007; Shtulman, 2006; Shtulman & Calabi, this volume). In this chapter, I will review some of these misunderstandings and argue that many of them have their roots in cognitive biases that are observable in preschoolers and elementary school children. Central among these is the teleological tendency to explain phenomena by reference to function. I will describe developmental work exploring this tendency and also review recent fi ndings, largely from my own lab, concerning the possible origins of the bias. The chapter concludes with a discussion of the implications of this and other developmental research for instructional practice in evolutionary education.
影响因子：
2.2
作者：
Nguyen, Simone P.
通讯作者：
Nguyen, Simone P.
石头为什么是尖的？
DOI：
10.1037//0012-1649.35.6.1440
发表时间：
1999
期刊：
Developmental psychology.
影响因子：
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作者：
Kelemen,D
通讯作者：
Kelemen,D