Conceptual Change and Evolutionary Biology: A Developmental Analysis

By E. Evans. 2008

124 citations recorded by the source corpus.

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Citations in the corpus

Addressing Challenges to Public Understanding of Science: Epistemic Cognition, Motivated Reasoning, and Conceptual Change (2014, background): “Well-documented misconceptions among members of the public include the idea that the earth is less than 6,000 years old (Evans, 2008), that there is no distinction between weather and climate (Lombardi & Sinatra, 2012), and not distinguishing among various forms of genetically modified plants such a”
A Conceptual Guide to Natural History Museum Visitors’ Understanding of Evolution (2009, background): “, 2003), with (pre-Darwinian) need-based evolutionary explanations more likely to be applied to species that are taxonomically distant from humans (Evans, 2008).”
Anthropomorphizing Science: How Does It Affect the Development of Evolutionary Concepts? (2013, methodology): “The tendency of religious groups to see free will and purpose where, for the evolutionary biologist, there is none, is at the core of the difference between evolutionary theory and creationism (Evans, 2008).”
Changing Minds? Implications of Conceptual Change for Teaching and Learning about Biological Evolution (2008, background): “This later capacity makes it possible to contemplate existential questions, such as how and why do living things come into existence; the kinds of questions that are at the very heart of the debate about origins (Evans 2001, 2008).”
A More Fine-Grained Measure of Students' Acceptance of Evolution: Development of the Inventory of Student Evolution Acceptance—I-SEA (2012, background): “Evidence indicates that people may have a differential perception of evolution based on the organism in question (Evans, 2008; Sinatra et al., 2003).”
The Challenges of Defining and Measuring Student Engagement in Science (2015, background): “For example, biological evolution, a concept that is foundational to understanding many domains in science, is perceived to be in conflict with some religious perspectives (such as young earth creationism; see Evans, 2008), which leads to negative attitudes (Heddy & Nadelson, 2012, 2013).”
Current Status of Research in Teaching and Learning Evolution: I. Philosophical/Epistemological Issues (2010, background): “Evans (2008) hypothesized that this last observation may be explained by the fact that students have personally observed ‘‘radical within-species change’’ in butterflies and related species, given that students often observe the transformation of caterpillars into butterflies in elementary classroom”