Understanding students' explanations of biological phenomena: Conceptual frameworks or p‐prims?

By Sherry A. Southerland, E. Abrams, Cathy Cummins, Julie Anzelmo. 2001

182 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/bdac67f11e0fc95d4dd32c89a064e3668a8ad35a

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In Developmental and Educational Psychology

In Education

Citations in the corpus

A Conceptual Guide to Natural History Museum Visitors’ Understanding of Evolution (2009, background): “In these cases, the visitors did not seem to recognize that an evolutionary explanation was needed to explain the presence of new species, a pattern also found in childhood (Evans, 2000; Southerland et al., 2001).”
Conceptual Change and Evolutionary Biology: A Developmental Analysis (2008, background): “Only then can they consider how and why something came into existence (see also Abrams, Southerland, & Cummins, 2001; Southerland et al., 2001).”
Elementary Teachers’ Understanding of Students’ Science Misconceptions: Implications for Practice and Teacher Education (2008, background): “J Sci Teacher Educ (2008) 19:437‐454 DOI 10.1007/s10972-008-9102-y ( Southerland et al. 2001 ).”
Understanding Natural Selection: Essential Concepts and Common Misconceptions (2009, background): “Though less widely accepted, this latter view gains support from the observation that naïve evolutionary explanations given by non-experts may be tentative and inconsistent (Southerland et al. 2001) and may differ depending on the type of organisms being considered (Spiegel et al. 2006).”
Recognizing mechanistic reasoning in student scientific inquiry: A framework for discourse analysis developed from philosophy of science (2008, background): “Within science education, research and curriculum development has focused on promoting mechanistic reasoning over teleological and anthropomorphic reasoning for understanding biological phenomena (Louca, Elby, Hammer, & Kagey, 2004; Southerland, Abrams, Cummins, & Anzelmo, 2001; Tamir & Zohar, 199”
Darwin's missing link—a novel paradigm for evolution education (2006, background): “…Lawson & Thompson, 1988; Lucas, 1971; Passmore & Stewart, 2002; Rutledge & Warden, 2000, 2002; Samarapungavan & Wiers, 1997; Sandoval & Morrison, 2003; Settlage, 1994; Sinatra, Southerland, McConaughy, & Demastes, 2003; Southerland, Abrams, Catherine, & Anzelmo, 2001; Stewart & Rudolph, 2001).”
Preliminary Evolutionary Explanations: A Basic Framework for Conceptual Change and Explanatory Coherence in Evolution (2009, background): “However, as it has been found that students tend to give teleological explanations to causal questions ( Southerland et al. 2001 ), we selected not to use the word ‘‘why’’, in order to diminish the number of teleological explanations, and to ask students to provide explanations for the mechanism of ”
An Overview of Conceptual Change Theories. (2007, background): “Southerland, Abrams, Cummins, and Anzelmod (2001) explored the nature of students’ biological knowledge structure.”