Details
| Originalsprache | Englisch |
|---|---|
| Titel des Sammelwerks | Evolution Education Re-considered |
| Untertitel | Understanding What Works |
| Herausgeber/-innen | Ute Harms, Michael Reiss |
| Erscheinungsort | Cham |
| Herausgeber (Verlag) | Springer International Publishing AG |
| Seiten | 285-305 |
| Seitenumfang | 21 |
| ISBN (elektronisch) | 9783030146986 |
| ISBN (Print) | 9783030146979 |
| Publikationsstatus | Veröffentlicht - 2019 |
Abstract
Creationist conceptions and biblical explanations can impact students’ conceptions, their perceptions of the natural world, and therefore hinder their acceptance of science and its explanations. This chapter presents two case studies that research the interplay between creationist conceptions and evolution understanding in informal learning environments. Case study one deals with the topic of the emergence of humankind in an exhibition presented to visitors in an IKEA store. This study shows that in terms of human descent, the learning environment could improve argumentation towards more scientifically accepted views, but also that the conception of ‘special creation’ could not be altered. Case study two deals with a guided tour about the evolution of life throughout geological eras in a natural history museum. The study analyses the relationship of evolution knowledge and creationist conceptions. The results show that while evolution knowledge could be improved, creationist conceptions became less prominent. Both studies are discussed in terms of implications for learning in informal (and formal) learning environments.
ASJC Scopus Sachgebiete
- Sozialwissenschaften (insg.)
- Allgemeine Sozialwissenschaften
- Agrar- und Biowissenschaften (insg.)
- Allgemeine Agrar- und Biowissenschaften
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- BibTex
- RIS
Evolution Education Re-considered: Understanding What Works. Hrsg. / Ute Harms; Michael Reiss. Cham: Springer International Publishing AG, 2019. S. 285-305.
Publikation: Beitrag in Buch/Bericht/Sammelwerk/Konferenzband › Beitrag in Buch/Sammelwerk › Forschung › Peer-Review
}
TY - CHAP
T1 - Evolution Learning and Creationism Thinking in Informal Learning Environments
AU - Groß, Jorge
AU - Kremer, Kerstin Hildegard
AU - Arnold, Julia
PY - 2019
Y1 - 2019
N2 - Creationist conceptions and biblical explanations can impact students’ conceptions, their perceptions of the natural world, and therefore hinder their acceptance of science and its explanations. This chapter presents two case studies that research the interplay between creationist conceptions and evolution understanding in informal learning environments. Case study one deals with the topic of the emergence of humankind in an exhibition presented to visitors in an IKEA store. This study shows that in terms of human descent, the learning environment could improve argumentation towards more scientifically accepted views, but also that the conception of ‘special creation’ could not be altered. Case study two deals with a guided tour about the evolution of life throughout geological eras in a natural history museum. The study analyses the relationship of evolution knowledge and creationist conceptions. The results show that while evolution knowledge could be improved, creationist conceptions became less prominent. Both studies are discussed in terms of implications for learning in informal (and formal) learning environments.
AB - Creationist conceptions and biblical explanations can impact students’ conceptions, their perceptions of the natural world, and therefore hinder their acceptance of science and its explanations. This chapter presents two case studies that research the interplay between creationist conceptions and evolution understanding in informal learning environments. Case study one deals with the topic of the emergence of humankind in an exhibition presented to visitors in an IKEA store. This study shows that in terms of human descent, the learning environment could improve argumentation towards more scientifically accepted views, but also that the conception of ‘special creation’ could not be altered. Case study two deals with a guided tour about the evolution of life throughout geological eras in a natural history museum. The study analyses the relationship of evolution knowledge and creationist conceptions. The results show that while evolution knowledge could be improved, creationist conceptions became less prominent. Both studies are discussed in terms of implications for learning in informal (and formal) learning environments.
KW - Acceptance of science
KW - Beliefs
KW - Biblical
KW - Creationist conceptions
KW - Guided tour
KW - Human evolution
KW - Informal learning environments
KW - Literalism
KW - Natural history museum
UR - http://www.scopus.com/inward/record.url?scp=85149084310&partnerID=8YFLogxK
U2 - 10.1007/978-3-030-14698-6_16
DO - 10.1007/978-3-030-14698-6_16
M3 - Contribution to book/anthology
SN - 9783030146979
SP - 285
EP - 305
BT - Evolution Education Re-considered
A2 - Harms, Ute
A2 - Reiss, Michael
PB - Springer International Publishing AG
CY - Cham
ER -