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This study aimed to explore secondary students’ explanations of evolutionary processes, and to determine how consistent these
were, after a specific evolution instruction. In a previous study it was found that before instruction students provided different
explanations for similar processes to tasks with different content. Hence, it seemed that the structure and the content of
the task may have had an effect on students’ explanations. The tasks given to students demanded evolutionary explanations,
in particular explanations for the origin of homologies and adaptations. Based on the conclusions from the previous study,
we developed a teaching sequence in order to overcome students’ preconceptions, as well as to achieve conceptual change and
explanatory coherence. Students were taught about fundamental biological concepts and the several levels of biological organization,
as well as about the mechanisms of heredity and of the origin of genetic variation. Then, all these concepts were used to
teach about evolution, by relating micro-concepts (e.g. genotypes) to macro-concepts (e.g. phenotypes). Moreover, during instruction
students were brought to a conceptual conflict situation, where their intuitive explanations were challenged as emphasis was
put on two concepts entirely opposed to their preconceptions: chance and unpredictability. From the explanations that students
provided in the post-test it is concluded that conceptual change and explanatory coherence in evolution can be achieved to
a certain degree by lower secondary school students through the suggested teaching sequence and the explanatory framework,
which may form a basis for teaching further about evolution. 相似文献
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In this paper, the main points of Lamarck’s and Darwin’s theoretical conceptual schemes about evolution are compared to those
derived from 15 years old students’ explanations of evolutionary episodes. We suggest that secondary students’ preconceptions
should not be characterized as “Lamarckian”, because they are essentially different from the ideas that Lamarck himself possessed.
Most students in our research believed that needs directly impose changes on animal bodies in order to survive in a given
environment and accepted the possibility of extinction whereas Lamarck believed that it was the effect of use or disuse that
would produce changes on body structures and that species would transform but would not die out. We conclude that the relationship
between secondary students’ ideas and historical views on evolution should be treated more skeptically, given the differences
in the historical, social and cultural contexts, and that instruction should focus on students’ ideas of need-driven evolution
as well as on the role of chance in the evolutionary process. 相似文献
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