A Conceptual Guide to Natural History Museum Visitors’ Understanding of Evolution

By E. Evans, Amy N Spiegel, W. Gram, Brandy N. Frazier, Medha Tare, Sarah-Anne Thompson, Judy Diamond. 2009

119 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Cognitive foundations for science assessment design: Knowing what students know about evolution (2012, background): “Previous research with children and museum visitors had indicated that these three naı̈ve beliefs tend to co-exist when explaining biological events (Evans et al., 2010; Poling & Evans, 2002).”
Anthropomorphizing Science: How Does It Affect the Development of Evolutionary Concepts? (2013, methodology): “In a study of natural history museum visitors’ concepts of evolution, for example, some adult visitors used desire-based reasoning to describe changes in the size and shape of the Galapagos’ finches’ beaks: “They had to try and work harder, probably, to develop their beaks” (Evans et al., 2010).”
Evolution and personal religious belief: Christian university biology-related majors' search for reconciliation (2011, background): “Although many theistic evolutionists maintain that God ‘‘creates’’ through natural processes, the term ‘‘creationist’’ in this study applies only to Young Earth and Progressive creationists and Intelligent Design advocates opposed to the theory of evolution (Evans et al., 2010).”
Linking a Learning Progression for Natural Selection to Teachers' Enactment of Formative Assessment. (2012, background): “Similarly, Furtak et al. (2012) have argued that learning progressions should be included in suites of tools that help teachers to adopt new practices.”