Conceptions of natural selection: a snapshot of the sense-making process

By John Settlage. 2007

154 citations recorded by the source corpus.

Subfields: Education, History and Philosophy of Science, Social Psychology

View Paper: https://www.semanticscholar.org/paper/eb8d3b32a602d1793b95383bc19362dce9537591

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In History and Philosophy of Science

In Social Psychology

Citations in the corpus

The Challenges of Scientific Literacy: From the viewpoint of second‐generation cognitive science (2006, background): “Additionally, students occasionally displace physical and biological explanations of natural phenomena with narrative‐like discourse, including animistic or teleological misconceptions (Piaget, 1929 ; Settlage, 1994 ).”
Preliminary Evolutionary Explanations: A Basic Framework for Conceptual Change and Explanatory Coherence in Evolution (2009, background): “And as many conceptions in the content area of evolution are closely interrelated, a change in one conception requires a change in many others (Hallde ´n 1988; Jime ´nez-Aleixandre 1992; Settlage 1994; Demastes et al. 1996).”
Understanding Natural Selection: Essential Concepts and Common Misconceptions (2009, background): “This could be taken to imply that natural selection should not be taught until later grades; however, those who have studied student understanding directly tend to disagree with any such suggestion (e.g., Clough and Wood-Robinson 1985; Settlage 1994).”
Students’ intuitive explanations of the causes of homologies and adaptations (2008, background): “Many studies have documented that secondary students, and undergraduates, tend to attribute the origin of the traits that several organisms possess to a predetermined end or to individual purposeful change (Clough and Wood-Robinson 1985; Bishop and Anderson 1990; Jimenez 1992; Settlage 1994; Demas”
Does the Segregation of Evolution in Biology Textbooks and Introductory Courses Reinforce Students’ Faulty Mental Models of Biology and Evolution? (2009, background): “documented in our textbook study may explain why substantial numbers of biology students continue to perform well on exams, successfully complete a biology major, and/or become biology teachers while still retaining major misconceptions and antievolutionary attitudes (Brumby 1984; Bishop and Anderso”