Knowing, Believing, and Understanding: What Goals for Science Education?

By Mike U. Smith, H. Siegel. 2004

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Preliminary Evolutionary Explanations: A Basic Framework for Conceptual Change and Explanatory Coherence in Evolution (2009, background): “In the cases that students have a meaningful understanding of evolution but still disbelieve, the appropriate goal for science education may be that students realize that the theory in question affords the best current scientific account of the relevant phenomena based on the available empirical evi”
A Conceptual Guide to Natural History Museum Visitors’ Understanding of Evolution (2009, background): “Even among those who endorse evolution, misunderstandings occur (e.g., Sinatra, Southerland, McConaughy, & Demastes, 2003; Smith & Siegel, 2004); numerous studies demonstrate that students who apparently accept the idea of evolutionary origins routinely misunderstand natural selection, construing…”
Current Status of Research in Teaching and Learning Evolution: I. Philosophical/Epistemological Issues (2010, background): “Philosophers generally maintain that beliefs follow on the heels of understanding ( Smith and Siegel 2004 ) and that positive beliefs (and attitudes) toward evolution when coupled with adequate understanding will presumably lead to decisions and actions consistent with Philosophical/Epistemological ”