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Research in the teaching and learning of evolutionary biology has revealed persistent difficulties in student understanding of fundamental Darwinian concepts. These difficulties may be traced, in part, to science instruction that is based on philosophical conceptions of science that are no longer viewed as adequately characterizing the diverse nature of scientific practice, especially in evolutionary biology. This mismatch between evolution as practiced and the nature of science as perceived by researchers and educators has a long history extending back to the publication of Darwin's theory of natural selection. An examination of how this theory was received by the scientific community of the time may provide insight into some of the difficulties that students have today in learning these important biological concepts. The primary difficulties center around issues of metaphysics and scientific method, aspects of the nature of science too often ignored in science education. Our intent is not to offer a specific course of action to remedy the problems educators currently face, but rather to suggest an alternative path one might take to eventually reach a solution. That path, we argue, should include the use of broader models of science that incorporate these elements of scientific practice to structure teaching and education research in evolution. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 1069–1089, 1998 相似文献
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John Donovan 《Publishing Research Quarterly》1991,7(3):7-14
Children’s book publishing has grown dramatically over the past ten years. John Donovan reviews trends in children's book
publishing and bookselling, focussing on retail sales. Although he sees cause for satisfaction and optimism, he warns against
complacency.
He has written several books for young readers. 相似文献
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Erin E. Donovan Brittani Crook Laura E. Brown Angie E. Pastorek Camille A. Hall Michael S. Mackert 《Communication monographs》2014,81(2):239-260
Effectively conveying risks and hazards in medical disclosure and informed consent documentation is a crucial type of communication. However, existing protocols typically do not meet the needs of patients or practitioners. In the present study, we advance a reconceptualization of obtaining written informed consent by analyzing it as a process of uncertainty management rather than a matter of document readability and recall. Results of this randomized trial indicated that patients who reviewed a simplified consent document reported greater comprehension of medico-legal terminology and lower uncertainty about the document, although they did not evince greater self-efficacy. Health literacy was a significant moderator of the relationship between consent form version and comprehension. 相似文献
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Jim Hordern 《欧洲师范教育杂志》2015,38(4):431-444
This paper starts by exploring the relevance of Bernstein’s work on vertical and horizontal discourses and the constitution of professional knowledge for conceptualisation of the knowledge needed for teaching practice. Building on arguments for the differentiated nature of knowledge, and drawing on the work of Winch, Young and Muller on expertise, and the sociology of the professions, this paper advances a conception of teaching as a ‘specialised professional practice’ that requires the support of particular socio-epistemic arrangements and conditions embedded in professional communities. Prevalent notions of teaching and teacher education that find favour in some European countries are examined in the light of these arguments, with particular reference to recent reforms in England. 相似文献
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