The Evolution of Life E-Book
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- Herausgeber: John Wiley & Sons
- Kategorie: Bildung
- Sprache: Englisch
The aim of this collective work is to give an account of the topicality and dynamics of new research in the didactics of evolution, by articulating francophone and international work.
The various contributions pursue a reflection on the challenges of teaching and learning about evolution, based on historical, epistemological and societal approaches. The themes addressed illustrate the vitality and diversity of research issues in educational sciences, from primary school to university.
Structured around different theoretical fields (problematization, didactics of the curriculum, nature of science, etc.), this book explores the content, teaching and learning processes and approaches, teaching practices, as well as pre-service and in-service teacher training, with a view to both intelligibility and feasibility.
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Veröffentlichungsjahr: 2024
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Table of Contents
Cover
Table of Contents
Title Page
Copyright Page
Introduction
PART 1: Teaching of Evolution and Beliefs
1 Student Positions in Learning about Evolution in Relation to Religious Beliefs and Scientific Knowledge
1.1. Introduction
1.2. A look at French school curricula
1.3. Tensions between scientific knowledge and religious beliefs in the teaching of evolutionary theory
1.4. The compartmentalization of evolutionary knowledge and religious beliefs
1.5. A case study carried out in two 10th grade classes
1.6. Discussion of the students’ positions
1.7. Conclusion
1.8. References
2 Relationships between the Ideas of Randomness and Understanding of the Evolution of Life among French High School Students
2.1. Introduction
2.2. Multiple meanings of randomness in common thought and epistemological contributions
2.3. The UnRESt questionnaire: testing the understanding of randomness and the evolution of life among schoolchildren
2.4. Data analysis methodology
2.5. Results and discussion
2.6. Conclusion
2.7. Appendix
2.8. References
3 The Theory of Evolution: Possible Tensions between Science and Religious Beliefs
3.1. Introduction
3.2. Theoretically possible positions between science and religious beliefs
3.3. Conceptions of the secularization of science among students from 16 countries
3.4. Some factors that may influence a secularized view of science and students’ conceptions of evolutionary theory
3.5. Some conclusions and avenues for reflection at the pedagogical and didactic level
3.6. References
PART 2: Teaching Evolution: Educational and Training Issues
4 If Nothing Makes Sense without Evolution, What Sense Can Be Made of the Biology Content of the Official French School Curriculum?
4.1. Introduction
4.2. The place of evolutionary theory in the teaching of biology
4.3. Methodology
4.4. Analysis of the entire biology school curriculum
4.5. Analysis of evolutionary and genetic themes (class 2)
4.6. Discussion and conclusion
4.7. References
Academic programs
5 What if the Chimpanzee Belonged to the Genus
Homo
? Circulation of Knowledge and Curricular Re-Problematization
5.1. Introduction
5.2. Conceptual framework of curricular re-problematization in the didactic approach
5.3. The circulation of knowledge relating to the genus
Homo
5.4. Indicators of the scientific problematization of the genus
Homo
5.5. Indicators of curricular re-problematizations of the genus
Homo
5.6. Circulation of knowledge and re-problematization of the genus
Homo
5.7. To renew the circulation of knowledge: new ways of thinking about curricular re-problematization
5.8. Conclusion
5.9. References
Academic programs
6 The Current “Synthesis versus Extended Theory of Evolution” Controversy: A Training Opportunity about the Nature of Science
6.1. Introduction
6.2. Contemporary controversies: between uncertainties and disagreements
6.3. Nature of science through contemporary controversies
6.4. Main epistemological issues of the MEST/EEST controversy
6.5. The MEST/EEST controversy: an opportunity for teacher education?
6.6. Conclusion
6.7. References
7 Historical Controversy over the Ages of the Earth and the Necessity for Deep Time for Darwinian Selection: Its Reception in Teacher Education
7.1. Context and issues
7.2. The historical construction of the problem of the age of the Earth via a founding text by Darwin
7.3. Epistemological insights and the problematization of the age of the Earth
7.4. Problem and research questions
7.5. Teacher training scenario and data collection
7.6. Results
7.7. Conclusion and outlook
7.8. References
8 The “Conceptual Landscape” of Evolution: A Possible Instrument for Training of Earth and Life Sciences Teachers
8.1. Introduction
8.2. Evolution: greater visibility of epistemological diversity
8.3. Construction of conceptual landscapes
8.4. Results
8.5. Discussion
8.6. Conclusion
8.7. References
PART 3: Teaching Evolution: Conceptions and Obstacles
9 Building a Reasoned History of the Living World at School: Under What Conditions?
9.1. Introduction
9.2. The history of the living at the heart of societal concerns
9.3. Problematizing to think about a reasoned history of the living
9.4. Safeguards and specificity of reasoning in historical problematization
9.5. Reconstruction of biological crises
9.6. The reconstruction of the origin of life
9.7. Conclusion and didactic perspectives
9.8. References
10 The Concept of Species in Thinking about Evolution and the Scientific Classification of Living Things: Comparative Approach at Different School Levels
10.1. Introduction
10.2. Species as an obstacle to the teaching of biology
10.3. Theoretical and methodological framework
10.4. First didactic investigation: a case study on evolution in 11th-grade
10.5. Second didactic investigation: a case study on the classification of life in kindergarten and 1
st
-grade
10.6. Discussion and conclusion
10.7. Appendix
10.8. References
11 Conditions for the Construction of the Darwinian Concept of Natural Selection by 6th-Grade Pupils in French-Speaking Belgium
11.1. Introduction
11.2. Analysis device and methodology
11.3. Results
11.4. Conclusion
11.5. References
12 Obstacles and Challenges in Teaching Probabilistic Population Thinking in Evolutionary Biology – A Case Study
12.1. Introduction
12.2. Epistemological anchoring
12.3. Background to data collection and methodology
12.4. Analysis of teacher and student activity during group discussion
12.5. Discussion and conclusion
12.6. References
Academic programs
Conclusion
List of Authors
Index
End User License Agreement
List of Tables
Chapter 2
Table 2.1. Example of items on the evolution of life (section A – (a) three no...
Table 2.2. Example of randomness items related to a daily situation (section B...
Table 2.3. French version of Table 2.1
Table 2.4. French version of Table 2.2
Chapter 3
Table 3.1. Types of positions between science and religious beliefs
Table 3.2. Non-secularized/secularized conceptions of science: definition of s...
Table 3.3. Conceptions of students in the senior class (general tracks) regard...
Table 3.4. Questions asked about the theory of evolution
Table 3.5. Percentage of students with a secularized view of science (profile ...
Table 3.6. Percentage of students with at least one parent who has been in hig...
Table 3.7. Proportion of students with a secularized view of science (profile ...
Table 3.8. Levels of “knowledge” and “agreement” with the Darwinian theory of ...
Table 3.9. Knowledge: percentage of correct responses of GSS students to diffe...
Table 3.10. Agreement: percentage of GSS students’ responses agreeing with the...
Table 3.11. Means in “knowledge” and “belief” about the theory of evolution ac...
Table 3.12. Means in “knowledge” and “belief” in terms of the theory of evolut...
Chapter 4
Table 4.1. Elements of French science and the ELS school curricula that addres...
Table 4.2. Chi2 association of the school curriculum with the classes from the...
Chapter 5
Table 5.1. Elements of characterization of the genus Homo according to scienti...
Table 5.2. Elements of curricular re-problematization of the genus Homo of rec...
Table 5.3. Elements of curricular re-problematization of the genus Homo in mid...
Chapter 6
Table 6.1. Science as practices of a community of people acting as scientists ...
Table 6.2. Whole science grid (from Allchin 2011)
Table 6.3. Putting the NoS approach into perspective through Maurines et al.’s...
Table 6.4. The main dissensus between synthetic and extensive theory of evolut...
Table 6.5. Contextual analysis grid for the article
Table 6.6. Examples of results obtained from the analysis of the controversy s...
Table 6.7. Examples of results obtained from the analysis of the article showi...
Chapter 7
Table 7.1. Description of the overall training system
Table 7.2. Trainees’ conceptions and contrasting epistemological reference poi...
Chapter 8
Table 8.1. Nuclei of the association networks according to the frequency and r...
Table 8.2. Comparison of the central and peripheral cores of the three audienc...
Chapter 10
Table 10.1. Presentation of group 1: didactic analyses
Table 10.2. Movements of decontextualization–recontextualization in the first ...
Chapter 11
Table 11.1. Key conceptions and barriers identified among students in research...
Table 11.2. Comparison table of the two problems proposed to the students
Table 11.3. Comparative table of components of written explanations produced i...
Table 11.4. Excerpt from theme 6 illustrating the mobilization of the idea of ...
Table 11.5. Excerpt from theme 33 illustrating the application of the principl...
Chapter 12
Table 12.1. Course of the sequence (corpus used in 2013)
Table 12.2. Thematic breakdown of the discussion
List of Illustrations
Chapter 1
Figure 1.1. Possible categories of conflict among practicing Christian science...
Figure 1.2. Documents and instructions distributed to 10th grade students (All...
Chapter 2
Figure 2.1. Distribution of junior high students’ responses about randomness i...
Figure 2.2. Graphical representations of the inter-class analysis of the items...
Chapter 4
Figure 4.1. Hierarchical top-down classification using Reinert’s method perfor...
Figure 4.2. FCA performed on the French biology curriculum set (IRaMuteQ). The...
Figure 4.3. Hierarchical top-down classification using Reinert’s method. Carri...
Figure 4.4. FCA performed on the parts of the French biology school curricula ...
Chapter 5
Figure 5.1. Circulation of knowledge about the genus Homo between the scientif...
Figure 5.2. Selection of the paleoanthropological approach to the genus Homo (...
Figure 5.3. Circulation and gaps between the three problematization fields of ...
Chapter 7
Figure 7.1. Constraint space on the age of the Earth controversy between natur...
Figure 7.2. Ninth grade middle school students’ work on the age of the Earth...
Chapter 8
Figure 8.1. Frequency and rank of items in the researchers’ association networ...
Figure 8.2. Conceptual network of evolutionary researchers
Figure 8.3. Frequency and rank of teacher association network items
Figure 8.4. Conceptual network of ELS teachers
Figure 8.5. Frequency and rank of student items in the high school senior clas...
Figure 8.6. Frequency and rank of student items in the high school senior clas...
Chapter 9
Figure 9.1. Historical problematization, contingency and event-driven necessit...
Figure 9.2. Historical problematization and biological crisis Cretaceous-Terti...
Chapter 10
Figure 10.1. The two sets of living beings for thinking about the concept of s...
Figure 10.2. Poster of the first group of students from the 11th-grade ES clas...
Figure 10.3. The situation-problem structuring the classification project in k...
Chapter 11
Figure 11.1. Presentation of the logical structure of the Darwinian concept of...
Figure 11.2. Diagram of scientific activity as explanatory problem work accord...
Figure 11.3. Reference space of constraints of the Darwinian problematization
Figure 11.4. Composition of the didactic sequence experienced by the students ...
Figure 11.5. First part of the summary document (translated into English) of t...
Figure 11.6. Written presentation of the problem and the instruction distribut...
Figure 11.7. Presentation of the additional instructions for group poster cons...
Figure 11.8. Argumentative structure of the highly argumentative moment dealin...
Figure 11.9. Argumentative structure of the highly argumentative moment dealin...
Chapter 12
Figure 12.1. Problem situation on the evolution of moth populations and studen...
Figure 12.2. Handout completed by the teacher and students overlaid on the boa...
Figure 12.3. Details of Figure 12.2: collective paper trail following the use ...
Guide
Cover Page
Title Page
Copyright Page
Introduction
Table of Contents
Begin Reading
Conclusion
List of Authors
Index
WILEY END USER LICENSE AGREEMENT
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SCIENCES
Education and Training, Field Director – Jean-Marc Labat
Didactics, Subject Head – Cécile de Hosson
The Evolution of Life: Teaching, Learning and Training
New Approaches on Current Research in the Didactics of Evolution
Coordinated by
Corinne Fortin
Julie Gobert
First published 2023 in Great Britain and the United States by ISTE Ltd and John Wiley & Sons, Inc.
Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act 1988, this publication may only be reproduced, stored or transmitted, in any form or by any means, with the prior permission in writing of the publishers, or in the case of reprographic reproduction in accordance with the terms and licenses issued by the CLA. Enquiries concerning reproduction outside these terms should be sent to the publishers at the undermentioned address:
ISTE Ltd27-37 St George’s RoadLondon SW19 4EUUKwww.iste.co.uk
John Wiley & Sons, Inc.111 River StreetHoboken, NJ 07030USAwww.wiley.com
© ISTE Ltd 2023The rights of Corinne Fortin and Julie Gobert to be identified as the authors of this work have been asserted by them in accordance with the Copyright, Designs and Patents Act 1988.
Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s), contributor(s) or editor(s) and do not necessarily reflect the views of ISTE Group.
Library of Congress Control Number: 2022948866
British Library Cataloguing-in-Publication DataA CIP record for this book is available from the British LibraryISBN 978-1-78945-107-8
ERC code:SH3 The Social World, Diversity, Population SH3_11 Social aspects of learning, curriculum studies, educational policies
Introduction
Corinne FORTIN1 and Julie GOBERT2
1 LDAR Université Paris-Cité, Université de Paris-Est-Créteil, France
2 ADEF, INSPE Aix-Marseille Université, France
For more than 30 years, numerous research studies in France have been dedicated to the teaching and learning of evolution from elementary school to university. Structured around different theoretical fields, they explore didactic, historical, epistemological and socio-educational issues. This collective work is a contribution to the research dynamics in the didactics of evolution, in the French-speaking context (Quebec, Belgium, France), as well as in connection to other international research to create new research perspectives.
The aim of this book is to put the theoretical, conceptual and methodological references present in the field of the didactics of Earth and Life Sciences into perspective. It analyzes the educational stakes of the teaching and learning of evolution from a historical–epistemological and socio-scientific perspective on teaching and training. This book presents research issues related to students’ conceptions, teaching practices, curricular transformations, teacher training, and cultural or religious resistance to the acceptance of evolutionary theory.
The themes dealt with show not only the diversity, but also the liveliness of the research issues surrounding the secularization of knowledge, the epistemological or socio-cognitive obstacles, the problematization of scientific knowledge and the nature of science in evolutionary biology, both from a comprehensive and feasibility perspective.
This book is organized into three parts, each of which contributes to enlightening the other two, owing to their complementary nature.
The first part, “Teaching of Evolution and Beliefs”, is dedicated to the relationship between beliefs (religious, cultural) and the understanding of the theory of evolution. It questions the teaching of evolution by focusing on the difficulties students have in differentiating between the scientific explanatory register and the register of beliefs.
The second part, “Teaching Evolution: Educational and Training Issues”, is focused on the didactic and epistemological contours of scientific knowledge taught in secondary schools, as well as in university teacher training, by integrating historical and contemporary controversies.
The third part, “Teaching Evolution: Conceptions and Obstacles”, focuses on the characterization of difficulties and levers for learning the theory of evolution, and analyzes teaching and learning situations related to the concepts of natural selection, population thinking, contingency and more.
PART 1Teaching of Evolution and Beliefs
This first part, composed of three chapters, targets religious beliefs and the role of chance in students’ acceptance or rejection of the theory of evolution.
The chapter by Hanaa Chalak, Marco Barroca-Paccard and Francis Rouquet revisits the question of conflicts between science and belief among French students in 10th grade (15-year-olds). Based on the reading of historical texts, the authors invite the reader to differentiate between scientific and religious explanatory registers within the framework of “non-overlapping magisteria” and to rework the criteria of demarcation between knowledge and belief for a more operative management of these conflicts. Echoing religious beliefs, the chapter by Magali Coupaud, Julie Gobert, Jérémy Castéra and Alice Delserieys studies students’ conceptions of chance in their daily lives and in evolutionary biology. Based on a questionnaire, the study shows that the “probabilistic randomness” conception enables a better understanding of the theory of evolution than the “randomness of fate” conception. The results suggest that there is a plurality of conceptions of chance, discussion of which would facilitate the understanding of evolution. Finally, the chapter by José Luis Wolfs concludes this first part by examining the tensions between science and religious beliefs in their sociocultural dimensions. The author explores the secularized and non-secularized conceptions of science among students in 12th grade1 in French-speaking Belgium, and shows that a process of self-assignment to a religious community seems to play a decisive role in the acceptance of scientific knowledge in general and the theory of evolution in particular.
Note
1.
Called
terminale
in the French-speaking context, this is equivalent to 12th grade in the US or year 13 in the UK, with students being 17–18 years of age.
