Preliminary Evolutionary Explanations: A Basic Framework for Conceptual Change and Explanatory Coherence in Evolution

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Current Status of Research in Teaching and Learning Evolution: I. Philosophical/Epistemological Issues (2010, background): “Studies by Evans (2008), for example, have demonstrated that individuals often provide appropriate explanations of evolutionary processes in one context and inappropriate teleological explanations in others, a phenomenon she calls ‘‘causal flexibility’’ (p. 284) and which other researchers label a ‘”
Cognitive foundations for science assessment design: Knowing what students know about evolution (2012, methodology): “Thus, higher coherence values reflect more consistent concept use across the four items, which is important because the coherence of concepts represents the stability of a concept across contexts (Kampourakis & Zogza, 2009).”
Understanding Natural Selection: Essential Concepts and Common Misconceptions (2009, background): “…exert their effects in offspring and not in 11 One should always be wary of the linguistic symptoms of anthropomorphic misconceptions, which usually include phrasing like “so that” (versus “because”) or “in order to” (versus “happened to”) when explaining adaptations (Kampourakis and Zogza 2009).”