The Ideas – Cosmos – Evidence model in evolution theory teaching


Πρακτικά Εκτεταμένων Συνόψεων Εργασιών
Published: Oct 2, 2023
Keywords:
Evolution theory, Ideas- Cosmos- Evidence model
Christina Ntinolazou
Professor in Biological Education
Abstract

Effective teaching of evolutionary theory is the subject of much research, each focusing on a different aspect of teaching and proposing corresponding design principles. The present study investigates whether the use of the Ideas - Cosmos - Evidence (ICT) model as a Teaching Learning Sequence (TLS) design tool could contribute to this goal. In order to answer the main research question, a TLS for evolutionary theory was designed without considering the ICT model and then modified based on it, resulting in a second revised TLS. The two TLSs were implemented in different groups and the first step of their evaluation gave indications that the use of the ICT model for the design of a TLS for evolution theory could possibly enhance the learning outcomes expected from its implementation. The completion of the research, part of which is presented here, is going to give an answer to the main research question.

Article Details
  • Section
  • 1. TEACHING AND LEARNING IN SCIENCE
Downloads
References
Anderson, D., Fisher, K. & Norman, G. (2002) Development and Evaluation of the Conceptual Inventory of natural Selection. Journal of Reasearch in science Teaching 39, 10: 952-978
Basel, N., Harms, U., & Prechtl, H. (2013). Analysis of students’ arguments on evolutionary theory. Journal of Biological Education, 47(4), 192–199.
da Silva, P. R., de Andrade, M. A. B. S., & de Andrade Caldeira, A. M. (2015). Biology Teachers’ Conceptions of the Diversity of Life and the Historical Development of Evolutionary Concepts. Journal of Biological Education, 49(1), 3–21. https://doi.org/10.1080/00219266.2014.882377
Deci, E. L., & Ryan, R. M. (Eds.). (2004). Handbook of self-determination research. University Rochester Press.
Duit, R., Gropengießer, H., Kattmann, U., Komorek, M., & Parchmann, I. (2012). The model of educational reconstruction–A framework for improving teaching and learning science. In Science education research and practice in Europe (pp. 13-37). Brill.
Hacking, I. (1992). The self vindication of the laboratory sciences. In A. Pickering (Ed) Science as practice and culture. Chicago: The University of Chicago Press.
Kallery, M., Psillos, D., Vassilis Tselfes. (2009). Typical Didactical Activities in the Greek Early‐Years Science Classroom: Do they promote science learning?. International Journal of Science Education 31:9, 1187-1204
Neubrand, C., & Harms, U. (2017). Tackling the difficulties in learning evolution: Effects of adaptive self-explanation prompts. Journal of Biological Education, 51(4), 336-348.
Price, R., Andrews, T., McElhinny, T., Mead, L., Abraham, J., Thanukos, A., Perez, K. (2014) The Genetic Drift Inventory: A Tool for Measuring What Advanced Undergraduates Have Mastered about Genetic Drift. CBE- Life Sciences Education 13, 65-75
Psillos, D., Tselfes, V. & Kariotoglou, P. (2004). An epistemological analysis of the evolution of didactical activities in teaching–learning sequences: the case of fluids. International Journal of Science Education, 26:5, 555-578.
Tselfes, V. (2003). A proposal for the teaching of the Laboratory Natural Sciences based on its Ian Hacking approach of their "inner life", to K. Skordoulis & L. Chalkias (Ed.), The Contribution of the History and philosophy of Natural Sciences in their Teaching Physical Sciences, Athens: PDPE, NKUA, 259-271.