The Emergence of Beliefs about the Origins of Species in School-Age Children.

By E. Evans. 2000

166 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b71270060331a4581251db30cb6a038d9d9a257b

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Citations in the corpus

Conceptual Change and Evolutionary Biology: A Developmental Analysis (2008, background): “By early adolescence (Older Age-Group), however, children’s ideas were not signifi cantly different from those of the adult members of their respective communities: evolutionist, creationist, or some mixture of the two (Evans, 2000a, 2001).”
Darwin's missing link—a novel paradigm for evolution education (2006, background): “Far from taking center stage, species—the very units of evolution—are relegated to the role of confusing, amorphous entities that appear to be little better understood by the general public than by Aristotle himself (Catley, 2001, 2002; Evans, 2000; Samarapungavan & Wiers, 1997).”
Intuitions About Origins: Purpose and Intelligent Design in Children's Reasoning About Nature (2005, background): “Flood: “because God … ’cause the land was dry and God wanted it to be a bit wet.””
THE CULTURAL TRANSMISSION OF FAITH Why innate intuitions are necessary, but insufficient, to explain religious belief (2011, background): “In an empirical test of children’s beliefs about animal origins, Evans (2000) asked children about where new types of animals come from in order to assess the degree to which they use evolutionary and creationist concepts in their biological reasoning.”
Anthropomorphizing Science: How Does It Affect the Development of Evolutionary Concepts? (2013, background): “…that unites the field of biology (Mayr, 1982), it is equally critical that we do not do so by providing an explanatory framework, a naïve psychology, that has the potential of providing a conduit to a compelling alternative to the theory of evolution: creationism (Evans, 2000, 2001, 2008).”
Young Children's Conception of the Biological World (2006, background): “Evans (2000) found that questions about species adaptation or microevolution evoked Lamarckian-type explanations in American upper-elementary-school children.”
The cognitive and evolutionary psychology of religion (2004, background): “With respect to childhood explanatory biases for nature’s origins, Evans found that regardless of the religiosity in their homes, children exhibit a bias for intentional accounts (Evans 2000; Evans 2001).”
A Conceptual Guide to Natural History Museum Visitors’ Understanding of Evolution (2009, background): “Another emergent theme, also found in children (Evans, 2000), was a Journal of Research in Science Teaching simpler mode, in which the visitor merely noted the adaptive relationship between the organism and the environment, but did not mention environmental change (static adaptation).”
Changing Minds? Implications of Conceptual Change for Teaching and Learning about Biological Evolution (2008, background): “This makes creationist or intelligent design views very appealing and easily acquired (Evans 2000, 2001, 2008), which not only dovetails perfectly with the developmental biases of essentialism and teleology but also reinforces these intuitive cognitive biases.”