学生们通过自然选择解释人类与非人类动物的进化不同.
Joelyn de Lima1,2, Tammy M Long3
1W.K. Kellogg Biological Station, Michigan State University, Hickory Corners, MI 49060.
CBE life sciences education
|October 31, 2023
概括
学生们解释人类与猎的进化不同,对猎使用更科学的概念. 生物学教学提高了理解,并减少了这些差异,使得学习不受研究生物体的影响.
科学领域:
- 进化生物学 进化生物学
- 科学教育研究 科研 教育研究
- 认知科学 认知科学
背景情况:
- 进化论的概念是生物学的基础,但误解是常见的和持久的.
- 直接的背景,如生物类型,会影响学生对进化论的解释.
- 以前的研究表明,学生可能对人类和其他动物有不同的概念框架.
研究的目的:
- 调查学生如何解释人类的自然选择与非人类动物 (猎) 相比.
- 确定生物学教学对这些解释的影响.
- 评估生物"分类"对进化概念表达的影响.
主要方法:
- 学生对自然选择的解释与人类与猎的提示进行了比较.
- 在生物学教学期间,解释在不同时间点进行分析.
- 这项研究量化了学生在答案中使用关键进化概念和天真思想的数量.
主要成果:
- 学生对猎的解释包括了比人类更多的关键概念 (变异,可遗传性,差异繁殖) 和更少的天真想法 (需要,适应).
- 生物体的"分类体"在很大程度上预测了学生进化解释的内容.
- 生物学教学提高了关键概念的使用,减少了天真的想法,并减少了分类效应.
结论:
- 学生表现出不同的推理模式,对有关人类与非人类动物的进化过程.
- 有针对性的教学可以提高学生对进化概念的理解.
- 指令可以减轻环境因素,如生物类型,对进化推理的影响.
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