Intentions and beliefs in students' understanding and acceptance of biological evolution

By Gale M. Sinatra, Sherry A. Southerland, F. McConaughy, J. W. Demastes. 2003

515 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/f50f0285e2cedb01c4a18a1ec353e1be1d4f1096

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The Importance of Understanding the Nature of Science for Accepting Evolution (2008, background): “For these reasons and others, educators and researchers have advocated teaching a more realistic picture of the nature of science alongside evolution (e.g., Nickels et al. 1996; Dagher and BouJaoude 1997, 2005; Rudolph and Stewart 1998; NSTA 2000; Bybee 2001; Sinatra et al. 2003; Farber 2003; Scharm”
A Conceptual Guide to Natural History Museum Visitors’ Understanding of Evolution (2009, background): “Typically, creationist explanations are more likely to be applied to humans than to other species (Evans, 2000, 2001; Sinatra et al., 2003), with (pre-Darwinian) need-based evolutionary explanations more likely to be applied to species that are taxonomically distant from humans (Evans, 2008).”
Academic preparation in biology and advocacy for teaching evolution: Biology versus non-biology teachers (2009, background): “A burgeoning literature about knowledge and belief has thus far focused on the theoretical, philosophical, and epistemological meanings of these concepts and the justifications for advocating them as learning goals (e.g., Alters, 1997; Chinn & Samarapungavan, 2001; Coburn, 1994; Cooper, 2001; Davson”
Role of Epistemic Beliefs and Scientific Argumentation in Science Learning (2008, background): “It has also been demonstrated that students with more constructivist epistemic beliefs have been shown to be more likely to accept scientific explanations of phenomena (Sinatra, Southerland, McCounaughy, & Demastes, 2003 ).”
Promoting attitude change and expressed willingness to take action toward climate change in college students (2012, result): “These dispositions have been shown to relate to acceptance of socioscientific issues in previous research, with results showing that students with a high need for cognition are more accepting of scientific perspectives (Sinatra and Southerland 2010; Sinatra et al. 2003 ).”
Plausibility Judgments in Conceptual Change and Epistemic Cognition (2016, background): “In particular, if the plausibility judgment is explicit, acceptance of a new explanation could be based “upon a systematic evaluation of evidence” (Sinatra et al., 2003, p. 512).”
Preliminary Evolutionary Explanations: A Basic Framework for Conceptual Change and Explanatory Coherence in Evolution (2009, background): “may accept the validity of the theory based upon a poor understanding of it. When ideas are related to firmly-held beliefs, as is the case for biological evolution, the disposition toward changing one’s views may play a more significant role in determining acceptance than background knowledge, where”
Argumentation, Dialogue Theory, and Probability Modeling: Alternative Frameworks for Argumentation Research in Education (2011, background): “The same might be true with issues such as evolution, climate change, or medical vaccinations, where I fear that the presence of low-quality, public argumentation in the mass media or on the Internet may serve to foster skepticism rather than commitment, based on a (mis)perception that experts disag”
Conceptual Change and Evolutionary Biology: A Developmental Analysis (2008, background): “More recent studies of the effects of classroom instruction that include students’ understanding of the nature of science and the nature of knowledge has yielded more promising results (Bell, Lederman, & Abd-El-Khalick 2000; Passmore & Stewart, 2002; Sandoval & Morrison, 2003; Sandoval & Reiser, 200”
Understanding Natural Selection: Essential Concepts and Common Misconceptions (2009, background): “…teachers (Vlaardingerbroek and Roederer 1997; Rutledge and Mitchell 2002; Deniz et al. 2008), the two parameters seem to be at most only very weakly related in students9 (Bishop and Anderson 1990; Demastes et al. 1995; Brem et al. 2003; Sinatra et al. 2003; Ingram and Nelson 2006; Shtulman 2006).”
Epistemic Metacognition in the Context of Information Searching on the Web (2008, background): “…(Schommer, 1990; Kardash & Scholes, 1996; Mason & Boscolo, 2004); ill-defined problem-solving (Schraw et al., 1995); transfer of learning (Jacobson & Spiro, 1995); and conceptual change (Mason, 2002, 2003; Mason & Gava, 2007; Qian & Alvermann, 1995; Sinatra et al., 2003; Windschitl & Andre, 1998).”
A More Fine-Grained Measure of Students' Acceptance of Evolution: Development of the Inventory of Student Evolution Acceptance—I-SEA (2012, background): “that people may have a differential perception of evolution based on the organism in question (Evans, 2008; Sinatra et al., 2003).”
Concept Mapping to Reveal Prior Knowledge and Conceptual Change in a Mock Summit Course on Global Climate Change (2005, background): “seems to be particularly affected by levels of epistemological belief development (Kardash and Scholes, 1996; Sinatra et al., 2003) and only individuals with advanced epistemological understanding seem to be able to contemplate, reason and judge evidence, arguments and alternative perspectives (Maso”