標(biāo)題: Titlebook: Evolution Education Re-considered; Understanding What W Ute Harms,Michael J. Reiss Book 2019 Springer Nature Switzerland AG 2019 Teaching E [打印本頁(yè)] 作者: 哪能仁慈 時(shí)間: 2025-3-21 19:48
書(shū)目名稱Evolution Education Re-considered影響因子(影響力)
作者: Longitude 時(shí)間: 2025-3-21 21:31
Evidence for the Success of a Quantitative Assessment Instrument for Teaching Evolution in Primary ation, natural selection, geological timelines and homology/common ancestry) leads to increased understanding (mean increase in score ~16%) in students of all abilities. We additionally show evidence for both longer-term retention and waning of understanding. Using the successful intervention, we so作者: 天然熱噴泉 時(shí)間: 2025-3-22 03:44 作者: NATTY 時(shí)間: 2025-3-22 04:45 作者: Merited 時(shí)間: 2025-3-22 11:42 作者: 物質(zhì) 時(shí)間: 2025-3-22 13:52 作者: 物質(zhì) 時(shí)間: 2025-3-22 20:33 作者: 單純 時(shí)間: 2025-3-23 00:18
Utility of Context-Based Learning to Influence Teacher Understanding of Evolution and Genetics Concl. The teacher participants were assessed on their understanding of genetics and evolutionary concepts along with their beliefs and acceptance surrounding principles of biological evolution. Upon completion of professional development, the teachers participated in a focus group to determine if train作者: 鐵砧 時(shí)間: 2025-3-23 04:58
Bridging the Gap Towards Flying: , as a Unique Evolutionary Tool to Inquiry-Based Learning,nt and evaluate), a key concept regarded as optimally supporting individual cognitive learning. The module integrated (a) arts in science with (b) authentic tools and aimed to further interesting in learning science. It intended to promote enthusiasm, to support successful learning in science and to作者: 向前變橢圓 時(shí)間: 2025-3-23 06:11 作者: Bumptious 時(shí)間: 2025-3-23 10:02
Using Human Examples to Teach Evolution to High School Students: Increasing Understanding and Decreion understanding from pretest to posttest in students’ understanding of variation, heritability, differential survival, and frequency/distribution, and a significant decrease in cognitive biases and misconceptions when responding to prompts about change in both human and mice. When the instruction 作者: 革新 時(shí)間: 2025-3-23 14:40
Models and Modeling in Evolution,he use of models and modeling can affect the cognitive gains of learners in biology and evolution in particularly. This chapter will discuss an evolution unit grounded in the use of modeling and its effects on learning in evolution and attitudes toward science in general. The first section will incl作者: KIN 時(shí)間: 2025-3-23 19:22
Transforming a College Biology Course to Engage Students: Exploring Shifts in Evolution Knowledge ace of evolution. In particular, our investigation promoted sense making, evaluating, argumentation, and consensus building while providing rich, meaningful learning about natural selection. This data-driven strategy engaged students in evolutionary phenomena directly, another avenue to promoting con作者: 注意 時(shí)間: 2025-3-24 00:31
What Now for Evolution Education?,reasons for optimism as the biology education community is gradually building up a corpus of knowledge about what works well when teaching specific aspects of evolution. Nevertheless, one of the conclusions of this book is that there is much that still remains to be done in researching evolution edu作者: 遠(yuǎn)足 時(shí)間: 2025-3-24 04:18
f studies from around the word conducted both inside and outside of school. The volume is unique and provides an essential reference point and platform for future work for the foreseeable future.?.978-3-030-14700-6978-3-030-14698-6作者: anchor 時(shí)間: 2025-3-24 06:55
Contributions to Management Sciencer cognitive, socio-cultural or affective reasons (Jones & Reiss in . Peter Lang, New York, .; Rosengren et al. in Evolution challenges integrating research and practice in teaching and learning about evolution. Oxford University Press, Oxford, .; Kampourakis in Understanding evolution. Cambridge Uni作者: Ambulatory 時(shí)間: 2025-3-24 13:51 作者: ascend 時(shí)間: 2025-3-24 16:40 作者: 極肥胖 時(shí)間: 2025-3-24 20:21 作者: 問(wèn)到了燒瓶 時(shí)間: 2025-3-25 02:01
Entrepreneurship Education at Universitiesper student). The analysis of these interviews shows students’ conceptions of teleological thinking and goal-oriented adaptation. During the learning progression, the students include more and more scientific concepts, but the fact that some previous understanding (goal-oriented adaptation) remains 作者: keloid 時(shí)間: 2025-3-25 03:49
https://doi.org/10.1007/978-3-319-03428-7ibutors to explaining variance in evolution standard scores for high school students. We also investigated gender equality in understanding of evolution concepts and found a statistically significant advantage to being female among high school students but not for middle school students.作者: 傻瓜 時(shí)間: 2025-3-25 07:43 作者: Vaginismus 時(shí)間: 2025-3-25 13:17
Entrepreneurship and Quality Control,l. The teacher participants were assessed on their understanding of genetics and evolutionary concepts along with their beliefs and acceptance surrounding principles of biological evolution. Upon completion of professional development, the teachers participated in a focus group to determine if train作者: 寬度 時(shí)間: 2025-3-25 19:02 作者: Negotiate 時(shí)間: 2025-3-25 22:11
The Case of Santa Barbara City College,ere randomly assigned to one of four conditions: control; repeat-testing; leaderboard; and leaderboard with repeat-testing. As compared with the other three conditions, gameful learning that included both the leaderboard and repeat-testing elements significantly enhanced students’ motivation to lear作者: Cuisine 時(shí)間: 2025-3-26 04:11 作者: dragon 時(shí)間: 2025-3-26 06:27
The Field Survey in Bihar, India,he use of models and modeling can affect the cognitive gains of learners in biology and evolution in particularly. This chapter will discuss an evolution unit grounded in the use of modeling and its effects on learning in evolution and attitudes toward science in general. The first section will incl作者: 凹處 時(shí)間: 2025-3-26 10:18
Diskussion, Implikationen und Ausblick,ce of evolution. In particular, our investigation promoted sense making, evaluating, argumentation, and consensus building while providing rich, meaningful learning about natural selection. This data-driven strategy engaged students in evolutionary phenomena directly, another avenue to promoting con作者: 移植 時(shí)間: 2025-3-26 15:31
Introducing Entrepreneurship and Culturereasons for optimism as the biology education community is gradually building up a corpus of knowledge about what works well when teaching specific aspects of evolution. Nevertheless, one of the conclusions of this book is that there is much that still remains to be done in researching evolution edu作者: AWRY 時(shí)間: 2025-3-26 18:44 作者: painkillers 時(shí)間: 2025-3-26 23:36
Evolution Learning and Creationism: Thinking in Informal Learning Environments,作者: 用樹(shù)皮 時(shí)間: 2025-3-27 03:31 作者: sultry 時(shí)間: 2025-3-27 06:23
Book 2019ully, whether in schools or elsewhere. ‘Success’ here is measured as cognitive gains, as acceptance of evolution or an increased desire to continue to learn about it. Aside from introductory and concluding chapters by the editors, each chapter consists of a research-based intervention intended to en作者: visceral-fat 時(shí)間: 2025-3-27 12:26
ning about evolution.Suggests future avenues for research de.This collection presents research-based interventions using existing knowledge to produce new pedagogies to teach evolution to learners more successfully, whether in schools or elsewhere. ‘Success’ here is measured as cognitive gains, as a作者: Noctambulant 時(shí)間: 2025-3-27 15:47 作者: 鋼筆記下懲罰 時(shí)間: 2025-3-27 19:01 作者: overshadow 時(shí)間: 2025-3-28 00:09
Cultural Diversity and Evolution: Looking for a Dialogical Teaching Perspective,relevance of indigenous/traditional knowledge, as well as to find ways to make evolution more relevant for students. We present results from an exploratory study that illustrate the complexities of the task and shed light on issues that should be considered in order to teach evolution considering contextual and cultural diversity.作者: 過(guò)分自信 時(shí)間: 2025-3-28 03:01 作者: 性行為放縱者 時(shí)間: 2025-3-28 10:02
http://image.papertrans.cn/e/image/317645.jpg作者: 場(chǎng)所 時(shí)間: 2025-3-28 13:03 作者: VOK 時(shí)間: 2025-3-28 16:08 作者: ADOPT 時(shí)間: 2025-3-28 21:36
Contributions to Management Sciencethe theory of evolution, for a whole range of reasons ranging from the cognitive difficulty of some of the central concepts to rejection of certain key ideas, whether consciously or unconsciously. Prior to this volume, there have been surprisingly few studies of research-based interventions that att作者: Misnomer 時(shí)間: 2025-3-29 00:19
Chandra Sekhar,Manoj Patwardhan,Vishal Vyasceptions before they have a chance to become entrenched. However, there is little research into how best to teach evolution in primary schools, with some doubting that abstract concepts of evolution can be understood in this age group. While there are several untested proposed lessons, there is litt作者: Albumin 時(shí)間: 2025-3-29 05:00 作者: 壁畫(huà) 時(shí)間: 2025-3-29 10:26 作者: Ganglion 時(shí)間: 2025-3-29 12:25
Entrepreneurship Education at Universitieslum, the topic of evolution is only mentioned twice: first, in grade 7 of the lower secondary school, and second, in grade 12, very close to the final examination. This project has developed a learning progression including the grades 8, 9 and 10 to fill the gap and enable the continuous learning of作者: 填料 時(shí)間: 2025-3-29 18:35
https://doi.org/10.1007/978-3-319-03428-7l students and Next Generation Science Standards (NGSS) for high school students—for evolution with a nationally representative sample in diverse settings. We investigated whether students from a wide range of school type, socioeconomic status, and regions in the USA are being taught and are learnin作者: 脾氣暴躁的人 時(shí)間: 2025-3-29 20:50 作者: allergy 時(shí)間: 2025-3-30 03:31 作者: itinerary 時(shí)間: 2025-3-30 05:48 作者: gerrymander 時(shí)間: 2025-3-30 08:35 作者: 露天歷史劇 時(shí)間: 2025-3-30 14:21 作者: 生來(lái) 時(shí)間: 2025-3-30 20:04
The Field Survey in Bihar, India,n et al. in Sci Educ 17:10–17, .; Malone et al. in Paper presentation at NARST 2017: the 2017 international conference of the national association for research in science teaching, San Antonio, TX, .; Schuchardt and Schunn in Sci Educ 100:290–320, .). In the area of evolution, prior researchers have作者: theta-waves 時(shí)間: 2025-3-30 22:11 作者: Strength 時(shí)間: 2025-3-31 01:26 作者: 懶惰民族 時(shí)間: 2025-3-31 06:40
Introducing Entrepreneurship and Cultures made by the other chapters in this book and suggest ways forward for the field. The chapters in this book demonstrate that knowledge and understanding of evolution are aided by the sorts of pedagogical approaches that are known to work well in other areas of science education and beyond. In partic作者: Accord 時(shí)間: 2025-3-31 10:28 作者: 粗語(yǔ) 時(shí)間: 2025-3-31 13:55 作者: 全部 時(shí)間: 2025-3-31 19:25 作者: Baffle 時(shí)間: 2025-3-31 23:06
,Developmental Progression in Learning About Evolution in the 5–14 Age Range in England,timulated by changes in the science national curriculum in England, our intention being to engage in collaborative research with teachers to generate informed guidance for effective teaching and learning. Our original focus was on the mandatory curricular requirements for ‘evolution and inheritance’作者: adumbrate 時(shí)間: 2025-4-1 03:42
Teaching Evolution Along a Learning Progression: An Austrian Attempt with a Focus on Selection,lum, the topic of evolution is only mentioned twice: first, in grade 7 of the lower secondary school, and second, in grade 12, very close to the final examination. This project has developed a learning progression including the grades 8, 9 and 10 to fill the gap and enable the continuous learning of作者: 酷熱 時(shí)間: 2025-4-1 09:23 作者: Jubilation 時(shí)間: 2025-4-1 10:30
,Examining Teaching Assistants’ (TA) Experiences Facilitating Traditional Versus Active-Learning-Basn innovative curriculum based on the Model of the Use of Evolutionary Trees (MUET) to that of a traditional tree-thinking curriculum with regard to how these curricula were implemented by Graduate Teaching Assistants (TAs) in an introductory undergraduate biology classroom. Specifically, semi-struct
