Teaching evolutionary biology: Pressures, stress, and coping

By J. Griffith, Sarah K. Brem. 2004

156 citations recorded by the source corpus.

Subfields: Education, History and Philosophy of Science, Social Psychology

View Paper: https://www.semanticscholar.org/paper/00cc61ae3aa90a5f50c383874b06e3577a7c1a7a

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Citations in the corpus

Changing Minds? Implications of Conceptual Change for Teaching and Learning about Biological Evolution (2008, background): “Even more surprising, in a follow-up study with high school biology teachers, Griffith and Brem (2004) found that even teachers worried about such matters, and some experienced clinically measurable levels of stress when just thinking about teaching evolution.”
A Cross‐Cultural Comparison of Korean and American Science Teachers’ Views of Evolution and the Nature of Science (2011, background): “Nevertheless, several patterns have been established: science teachers often do not want to teach evolution (Aguillard, 1998 ; Eve & Dunn, 1990 ; Shankar & Skoog, 1993 ), do not feel adequately prepared to teach it (Aguillard, 1999 ; Griffith & Brem, 2004 ; Plutzer & Berkman, 2008 ), or do not”
A Conceptual Guide to Natural History Museum Visitors’ Understanding of Evolution (2009, background): “…anti-evolution movements (e.g., Scott & Matzke, 2007), whose persistent efforts have resulted in state standards that de-emphasize the role of evolution in science (Beardsley, 2004; Lerner, 2000) and teachers who feel anxious about including evolution in the curriculum (Griffith & Brem, 2004).”
Emotions about Teaching about Human-Induced Climate Change (2013, background): “In situations of cognitive dissonance, plausibility judgments comparing the incoming information to the existing conception could influence the degree to which individuals engage in conceptual change (Dole & Sinatra, 1998; Pintrich, Marx, & Boyle, 1993; Posner, Strike, Hewson, & Gertzog, 1982). Spec”
Professional development design considerations in climate change education: teacher enactment and student learning (2018, background): “…report a desire to incorporate science lessons that integrate personal and social connections to introduce actions individuals can take which may have positive impact on their communities (Griffith & Brem, 2004; Lester, Ma, Lee, & Lambert, 2006; Rooney-Varga, Brisk, Adams, Shuldman, & Rath, 2014).”
Transforming Misconceptions: Using Transformative Experience to Promote Positive Affect and Conceptual Change in Students Learning about Biological Evolution. (2013, background): “Griffith and Brem (2004) demonstrated that teachers of evolution experience significant levels of stress when considering the conflicts that might arise in their classrooms.”