Note: Intro -- Ethics in the Science and Technology Classroom: A New Approach to Teaching and Learning -- TABLE OF CONTENTS -- Preface -- CHAPTER 1: Towards introducing ethical thinking in the classroom: Beyond rhetoric -- CHAPTER 2: Ethical thinking -- CHAPTER 3: Bioethics education -- CHAPTER 4: In the Classroom: Exploring ethical issues with young pupils -- CHAPTER 5: In the Classroom: Approaches to Bioethics for senior students -- CHAPTER 6: Outcomes of bioethics education in secondary school science: Two Australian case studies -- CHAPTER 7: Using narrative for ethical thinking -- CHAPTER 8: Engaging with bioethics: A professional learning programme for science teachers -- CHAPTER 9: The enhancement of ethical thinking -- List of Authors -- Index.

Note: Cover -- Title -- Copyright -- Dedication -- Contents -- List of Figures -- List of Tables -- Preface -- Acknowledgements -- 1 Introduction: Biology Didactics -- 2 Cognitive Biases or Cognitive Bridges? Intuitive Reasoning in Biology -- 3 Biology and Young Children -- 4 Molecular Biology -- 5 Cell Biology -- 6 Human Biology -- 7 Health and Disease -- 8 Reproduction and Sex Education -- 9 Development -- 10 Genetics -- 11 Plant Biology -- 12 Energy, Photosynthesis, and Respiration -- 13 Ecology -- 14 Evolution -- 15 Microbiology -- 16 Biotechnology -- 17 Using Authentic Texts to Promote Disciplinary Literacy in Biology -- 18 Nature of Scientific Knowledge and Scientific Inquiry in Biology Teaching -- 19 Explanation in Biology Education -- 20 Argumentation in Biology Education -- 21 Worldviews in Biology Education -- 22 Concluding Remarks -- List of Contributors -- Index.

Note: Cover -- Contents -- Notes on Contributors -- How to Use This Book, Ian Abrahams and Michael J. Reiss -- 1 The Role of Practical Work in Science Education, Ian Abrahams and Michael J. Reiss -- 1.1 Introduction -- 1.2 Previous studies into the role of practical work -- 1.3 Five generic aims for the use of practical work -- 1.4 The role of practical work in enhancing the learning of scientific knowledge -- 1.5 The role of practical work in motivating students -- 1.6 The role of practical work in teaching laboratory skills -- 1.7 The role of practical work in developing scientific attitudes -- 1.8 The role of practical work in developing insights into and expertise of the scientific method -- 1.9 Current perspectives on the nature and purpose of practical work -- 2 Effective Practical Work: 'Hands on' and 'Minds on', Ian Abrahams and Michael J. Reiss -- 2.1 The 'hands on' and 'minds on' model that we advocate -- 2.2 Using the model in practice -- 2.3 Pre-training observations -- 2.4 Post-training findings -- 2.5 Conclusions and implications for undertaking practical work -- 3 Biology: Session Guides 11-14, Indira Banner and Mark Winterbottom -- 3.1 The structure of plant and animal cells -- 3.2 Investigating the effect of antiseptic on microbial growth -- 3.3 Effect of exercise on heart rate -- 3.4 Investigating respiration in plants and animals -- 3.5 Measuring forces exerted by different muscles -- 3.6 Investigating the effect of different nerve pathways on reaction times -- 3.7 Investigating variation within and between species -- 3.8 Extracting DNA from plant tissue -- 3.9 Determining the population size of a plant species on the school field -- 3.10 Investigation into how seeds are dispersed by the wind -- 3.11 Investigating responses of woodlice usingchoice chambers. , 3.12 Investigating photosynthesis by the presence or absence of starch in a leaf -- 4 Biology: Session Guides 15-16, Indira Banner and Mark Winterbottom -- 4.1 Investigating diffusion and surface area in agar blocks -- 4.2 Comparing the energy content of foods -- 4.3 Investigating the factors that promote decay -- 4.4 Investigating the effect of amylase on starch -- 4.5 Investigating the structure and function of the breathing system -- 4.6 Investigating Daphnia heart rate in response to caffeine -- 4.7 Investigating the presence and absence of light on photosynthesis using algal balls -- 4.8 Comparing stomatal density on leaves -- 4.9 Measuring transpiration rates from leaves in different conditions -- 4.10 Observing turgor and plasmolysis in onion cells -- 4.11 Root tip preparation and the mitotic index -- 4.12 Investigating the effects of evolution using a model -- 5 Chemistry: Session Guides 11-14, Ann Childs and Elaine Wilson -- 5.1 Separating the colours in black ink -- 5.2 Which is the most reactive halogen? -- 5.3 What substances cause hard water? -- 5.4 What salts are present in sea water? -- 5.5 What is the most reactive metal? -- 5.6 The difference between elements, mixtures and compounds -- 5.7 The extraction of metals from their ores using carbon -- 5.8 Plants as indicators -- 5.9 Diffusion of ions in solution - the case of lead(II) iodide -- 5.10 Using universal indicator to illustrate the process of neutralisation -- 5.11 Analysis of combustion products when a candle burns -- 5.12 The thermal decomposition of copper carbonate -- 6 Chemistry: Session Guides 15-16, Ann Childs and Elaine Wilson -- 6.1 What ions are present in an unknown ionic solid? -- 6.2 Transition metal ions as catalysts - which works best? -- 6.3 Modelling the formation of igneous rocks -- 6.4 How does the concentration of a reactant affect the rate of reaction?. , 6.5 How does changing the temperature of a chemical reaction affect its reaction rate? -- 6.6 Electrolysis of ionic compounds in solution -- 6.7 Electricity from pairs of metals -- 6.8 Making an iodine clock or a Landolt Clock -- 6.9 Cracking hydrocarbons -- 6.10 Emulsifiers -- 6.11 Making nylon rope -- 6.12 Thermometric titration -- 7 Physics: Session Guides 11-14, James de Winter and Michael Inglis -- 7.1 Measuring the speed of moving objects -- 7.2 Motion graphs -- 7.3 Relationship between force and extension for a helical spring -- 7.4 Observing the appearance of the Moon over time -- 7.5 Thermal conduction -- 7.6 Thermal insulation -- 7.7 Comparing the energy content of fuels -- 7.8 The law of reflection -- 7.9 The law of refraction -- 7.10 Filters and colours -- 7.11 Investigating the magnetic field around a bar magnet -- 7.12 Factors that affect the strength of a simple electromagnet -- 8 Physics: Session Guides 15-16, James de Winter and Michael Inglis -- 8.1 Circular motion -- 8.2 Efficiency and energy transfer -- 8.3 Personal power -- 8.4 Specific heat capacity -- 8.5 The pressure law -- 8.6 Estimating absolute zero/Charles law -- 8.7 Critical angle and total internal reflection -- 8.8 Finding the focal length of a lens and making a telescope -- 8.9 Potential difference and current characteristics for an Ohmic resistor -- 8.10 Resistance of a wire -- 8.11 Electromagnetic induction -- 8.12 Electrolysis -- 9 Additional Effective Practical Work, Ian Abrahams and Michael J. Reiss -- 10 Conclusions, Ian Abrahams and Michael J. Reiss -- References -- Index.

Note: Intro -- Contents -- 1 Introduction: Problem Solving and the Curriculum -- Background -- The Case for Problem Solving Within the Curriculum -- The Focus on Post-16 Physics -- A Critical Realist Approach -- The Specifics of the Study -- References -- 2 What We Know from the Literature -- What Are Problems in Physics? -- The Process of Problem Solving -- Expert and Novice Approaches to Problem Solving -- Metacognition During Problem Solving -- Philosophical and Theoretical Perspectives for Developing Physics Problem Solving -- Critical Realism and Problem-Solving Instruction -- Sociocultural Theory: A Sociogenetic Perspective on Learning and Problem Solving -- Physics Problem-Solving Strategy Instruction: A Sociocultural Approach -- The Mechanisms Triggered During Intervention and the Importance of Contexts -- A Sociogenetic Perspective: Social Cognitive Theory -- Key Mechanisms from a Social Cognitive Theory Perspective -- Developing Problem-Solving Competences from a Social Cognitive Theory Perspective -- Problem Solving from a Cognitive Information Processing Perspective -- The Working Memory Model and Problem Solving -- The Mechanisms to Trigger in Problem Solving: An Information Processing Perspective -- Strategies to Increase Physics Problem-Solving Competence: An Information Processing Perspective -- An Emerging Framework for Physics Problem Solving -- Statement of the Problem and the Study's Research Aims -- References -- 3 The Study -- A Critical Realist Methodology -- The Critical Realist Grounded Research Study -- The Context and the Participants -- Ethical Issues -- The Intervention Phases -- The Pre-intervention Phase -- The First Intervention Phase -- The Second Intervention Phase -- The Qualitative Methodological Approach -- Data Collection Methods -- Data from Examination Scripts. , Videos for the Individual and Collaborative Physics Problem-Solving Sessions -- References -- 4 The Findings -- Research Question 1 -- Exam Script Analysis -- Exam Script Analysis: A Thematic Approach -- Findings from the G481 Scripts and Research Question 1 -- Exam Script Analysis: A Qualitative Content Analysis Approach -- Video Data Analysis -- Analysing the Video Data for Cognitive-Metacognitive Processes -- Analysis of the Individual Problem-Solving Videos -- Framework for Analysis of Collaborative Competences During CGPS -- Theoretical Background -- The CGPS Data Analysis Framework -- Analysis of CGPS Videos -- Assessing Self-efficacy -- Results of Video and Audio Data for Each Student -- Findings for Jamal -- End of the First Intervention Cycle -- Exit Data -- Findings for Mik -- Self-efficacy -- Findings for Sue -- Findings for Nik -- References -- 5 Discussion and Implications -- Overview of the Study -- The First Research Question -- The Second Research Question -- The Good Mathematician with a Physics Target Grade of B: Jamal -- The Slow Worker, with a Physics Target Grade of C: Mik -- From a Routine Problem Solver to a Highly Efficacious Collaborator: Sue -- From the Near Drop-Out to the Diligent and Focussed Collaborator: Nik -- Summary in Response to Research Question 2 -- A Critical Realist Interpretation of the Results -- Limitations of the Study -- Implications for Research -- Implications for Practice -- References.

Note: Science and Religion in Education -- Foreword -- References -- Contents -- Chapter 1: Introduction -- Aims -- Structure -- Relationships Between Science and Religion -- The Natures of Science and Religion -- Positions of Religion and Science with Regard to the Nature of Reality -- References -- Part I: Beyond Barbour -- Chapter 2: Beyond Barbour: New Ways of Teaching the Relationship Between Science and Religion -- References -- Chapter 3: Turning Barbour's Model Inside Out: On Using Popular Culture to Teach About Science and Religion -- Introduction -- Source Materials -- Motivation for This Chapter -- Barbour's Account -- Main Feature: Inside Out -- Problems with Barbour's Account -- Regarding the Practicalities -- Advantages -- Liabilities -- Problem with Familiarity -- Problem with Time Limitations -- "What's the Point?" -- Interpretation Problem -- Dilution Problem -- Final Assessment -- Bibliography -- Chapter 4: Beyond Barbour: A Theology of Science from Ancient and Modern Thinkers -- Assumptions Beneath the Categories: A Teleological Alternative -- Modern Narratives of Despair -- A Lost Tradition: Narratives of Hope in the Biblical Wisdom Tradition -- Historical Transmission: Mediaeval and Early Modern Teleologies of Science -- A Theology of Science and Its Consequences -- Conclusions -- References -- Chapter 5: Beyond the Territories of Science and Religion -- Beyond Barbour -- Beyond Harrison -- From Territories to Maps and beyond -- Works Cited -- Chapter 6: The Mediated Nature of Knowledge: Paul Ricoeur's Philosophy as a Means of Teaching Students About Science and Religion -- Introduction -- Ian Barbour's Four Models -- Barbour on the Mediated Nature of Knowledge -- Moving Beyond Barbour -- Conceptual Confusion -- An Alternative Through Mediated Knowledge -- Mediation in Religion and Science -- Mediation in Religion. , Mediation in Science -- Conclusions on Mediation -- Teaching Science and Religion -- Cautions -- Conclusion -- References -- Chapter 7: The Moral Impact of Studying Science -- Introduction -- The Problem of Polarisation -- The Unimportance of Conflict -- A Return to an Ethics of Science -- Evidence of Changing Attitudes in Children -- Testing the Moral Impact of Scientific Education -- A Vision of Dialogue on Non-epistemic Grounds -- References -- Chapter 8: Autonomous Self and Inter-Processual Self: Two Ways of Explaining How People "See" and Live Relationships and the Resulting Dialogue Between Science and Faith -- Introduction -- Autonomous Self (AS) and Inter-Processual Self (IPS) Paradigms -- Relationship Between Religion and Science in Light of AS and IPS Paradigms -- Conclusion -- Bibliography -- Chapter 9: 'About' and 'Of' Languages: A New Way of Framing Religion and Science -- The Conflict Thesis: Science vs. Religion -- Rejecting and Reclaiming Subjectivity -- Søren Kierkegaard -- 'About' and 'Of' Languages -- Conclusion -- References -- Part II: Beyond Bare Statistics -- Chapter 10: Beyond Bare Statistics -- References -- Chapter 11: Truth in Science and 'Truth' in Religion: An Enquiry into Student Views on Different Types of Truth-Claim -- Introduction -- Background -- The Disputed Role of Truth in RE -- Pluralism -- Anti-realism -- Critical RE -- Student Views on Truth in Science and Religion -- The Verification Principle -- Scientism -- Science and Religion as Non-overlapping Magisteria -- Research Aims and Methodology -- Analysis -- Student Approaches to Religious Truth-Claims -- The Need for Empirical Verification -- The Authority and Certainty of Science -- Facts Versus Opinions -- Facts -- Opinions -- Implications for Curriculum Content and Teaching Pedagogy -- Emphasis on Truth in RE -- Reflection on the Scientific Method. , In RE Lessons -- In Science Lessons -- Limitations -- Conclusion -- Appendix: Selected Parts of the Interview Schedule -- Discussion Question 2 -- Discussion Question 4 -- Discussion Question 5 -- References -- Chapter 12: Developing a Workshop for Secondary School Students that Provides a Space to Explore Questions About Human Personhood Through the Context of Human-like Machines -- Introduction -- Workshop Activities -- Workshop Activity 1: Can a Robot Be an Electronic Person? -- Workshop Activity 2: Can a Robot Hear? -- Workshop Activity 3: Comparing the Visible Behaviour of a Humanoid Robot and a Human Being -- Workshop Activity 4: Ordering Questions from Amenable to Science to More Metaphysically Sensitive -- Data Collection and Findings -- Conclusion -- References -- Chapter 13: Three Perspectives on the Science-Religion Issue in Science Education: Interdisciplinarity, Value or Ideology Orientation and Responsible Personalization -- Introduction -- Three General Perspectives on Science Education -- Models for Teaching Controversial Issues in Science Education -- Theses on Handling the Science-Religion Issue in Science Education -- Conclusion -- References -- Chapter 14: Changes and Stabilities in the Views of German Secondary School Students on the Origin of the World and of Humans from the Ages of 12 to 14 and 16: First Results of a Qualitative Empirical Longitudinal Study -- Research Problem, Questions, Design, Sample, and Method -- Research Problem -- Domain Intuitive "Theology of Creation" -- Domain Intuitive "Astrophysics" -- Domain Intuitive "Evolutionary Biology" -- Aims and Research Questions -- Design, Sample, and Method of Analysis -- Nico's Views on the Origin of World and Humans (12, 14, and 16 Years Old) -- Nico's Views (2010 -- 12 Years Old) -- Nico's View on the Origin of the Earth (2010). , Nico's View on the Origin of Humans (2010) -- Nico's Views (2012 -- 14 Years Old) -- Nico's Views on the Origin of the World (2012) -- Nico's View on the Origin of Humans (2012) -- Nico's Views (2014 -- 16 Years Old) -- Nico's Views on the Origin of the Universe (2014) -- Nico's Views on the Origin of the Earth (2014) -- Nico's Views on the Origin of Humans (2014) -- Changes and Stabilities of Nico's and Lena's Views on the Origin of Humans -- Changes and Stabilities of Nico's Views on the Origin of Humans -- Changes of Lena's Views on the Origin of Humans -- Comparison of Nico's and Lena's Cases in a Diachronic Perspective -- References -- Chapter 15: Cultural and Religious Barriers to Learning Science in South Africa -- Introduction -- A Case Study of Barriers to Learning in Science -- Background to the Study -- Teaching and Learning in Astronomy -- Case Study Findings and Discussion -- Cultural Beliefs and Their Impact on Learning in Science -- Religious Beliefs and Their Impact on Learning in Science -- Epistemic Conflict in the Broader Education Context -- Conclusion -- References -- Chapter 16: Ways Children Reason About Science and Religion in Primary School: Findings from a Small-Scale Study in Australian Primary Schools -- Introduction -- The Study -- Religious Education in the Australian Context -- Methods -- Results -- Science Is Proof and Religion Is Belief -- Science and Religion Are Compartmentalised -- Considering the Perspectives of Both Science and Religion -- Discussion -- References -- Part III: Beyond Chalk and Talk -- Chapter 17: Introduction to Beyond Chalk and Talk Section -- Introduction -- Chapter 18: Lies, Damned Lies, Science, and Theology: Why Everyone Needs to Know the Truth About Science and Religion -- Introduction -- What's the Issue? -- Why This Matters: The Question of 'Truth Claims'. , So What Can We Do to Encourage a Better Conversation Between Science and Religion? -- References -- Chapter 19: Interface Between Science and Faith Values in Movies with a Focus on the Use of Socio-scientific Issues (SSI) in an Australian Christian College -- Introduction -- The Australian Science Curriculum and the Science as a Human Endeavour Strand -- Socio-scientific Issues and Science Literacy from a Science Educator's Perspective -- Science Literacy and Responsible, Informed Citizenry from a Christian Educator's Perspective -- Rethinking the Australian Curriculum -- Science as a Human Endeavour (SHE) -- The Rationale and Objective of the Present Study -- Movies as a Medium -- Ethics and Values in Science Education -- The Research Questions -- Research Method -- The Choice of Five Ethical Frameworks and the Rationale -- Use of a Decision-Making Code -- Examples of the Use of the Five Ethical Frameworks -- Examples of the Use of Faith Value-Based Lines of Reasoning -- Research Findings -- Conclusion -- References -- Chapter 20: Physics and Faith Synergy: How to Engage Audiences of Different Ages, Backgrounds and Beliefs -- Introduction -- The "Connecting Physics with Faith" project -- Aims and Objectives of the Project -- Audience Attending the Workshops -- Methods Used to Engage the Audience -- Workshops' Contents and Delivery -- Evaluation of the Audience Feedback -- Results of the Audience Feedback and Discussion -- Type of Audience Attending the Workshops -- Audience's Perception of the Compatibility or Lack Thereof Between Science and Religion -- General Comments -- Conclusions -- References -- Chapter 21: If Neither from Evolution nor from the Bible, Where Does Tension Between Science and Religion Come from? Insights from a Survey with High School Students in a Roman Catholic Society -- Introduction -- Literature Review. , Barbour's Approach.

Note: Intro -- Foreword -- Contents -- Editors and Contributors -- The Present Status of Evolution Education -- 1 Evolution-The Core Line of Biology -- 2 Students' Understanding of Evolution-What Do We Know? -- 2.1 Selection and Adaptation -- 2.2 Speciation -- 2.3 Phylogeny -- 2.4 Genetics, Randomness and Probability, Dimensionality -- 3 Teachers' and Pre-service Teachers' Knowledge and Acceptance of Evolution -- 4 Teaching Evolution -- 5 The Studies in This Book -- References -- Evidence for the Success of a Quantitative Assessment Instrument for Teaching Evolution in Primary Schools in England -- 1 Introduction -- 1.1 Is It Possible to Develop a Fit-for-Purpose Quantitative Assessment Tool? -- 1.2 Is It Possible to Teach Genetics and Evolution to Primary School Children? -- 1.3 What Predicts Variation in Gain of Understanding? -- 2 Methodology -- 2.1 Development and Refinement of the Assessment Instrument -- 2.2 Teacher Questionnaire -- 2.3 Teaching Resource Development and Choice of Activities Based on Existing Educational Studies -- 2.4 School Recruitment Process -- 3 Results and Analyses -- 3.1 The Assessment Instrument Is Fit for Purpose -- 3.2 Teaching Interventions Significantly Improve Student Performance -- 3.3 Evidence for Longer-Term Retention and for Waning -- 3.4 Science Ability and Gender Predict Response to Teaching -- 3.5 Exploratory Class- and School-Level Analyses Suggest that Teacher Acceptance of Evolution Conditions Student Understanding -- 4 Discussion -- References -- Developing a Cross-Curricular Session about Evolution for Initial Teacher Education: Findings from a Small-Scale Study with Pre-service Primary School Teacher -- 1 Introduction -- 2 Review of Literature -- 3 Purpose of the Research -- 4 Methodology -- 4.1 Design of the Survey -- 4.2 Sample -- 5 Baseline Survey Findings. , 6 The Cross-Curricular Teacher Education Session -- 7 Findings from the Pre- and Post-Studies of the Cross-Curricular Teacher Education Session -- 8 Discussion -- 9 Limitations and Suggestions for Further Research -- Appendix -- References -- Developmental Progression in Learning About Evolution in the 5-14 Age Range in England -- 1 Introduction -- 2 Progression in Understanding in the Conceptual Sub-domains -- 2.1 Variation -- 2.2 Fossils -- 2.3 Deep Time -- 2.4 Inheritance and Selective Breeding -- 3 Macroevolution -- 3.1 Introduction of Macroevolution Through Alternative 'Tree of Life' Representations -- 3.2 Narrative Fiction: One Smart Fish -- 3.3 A Section of a Tree Branch -- 3.4 Darwin's Tree of Life Sketch -- 3.5 Hominid Evolution in Pictorial Form -- 3.6 Simple Cladogram of Hominid Evolution -- 3.7 Pupils' 3-D Modelling of a Cladogram -- 4 The Role of the Cladogram in Understanding Evolution -- 4.1 Timescale -- 4.2 Speciation -- 4.3 Complicated or Confusing Aspects of the Cladogram -- 5 Understanding Cladograms in the Context of Other Representations -- 6 Argumentation and Classroom Discourse to Support Understanding -- 6.1 Pupils' Views About the Value of Peer Discourse to Their Understanding of Science -- 7 Conclusions -- References -- Teaching Evolution Along a Learning Progression: An Austrian Attempt with a Focus on Selection -- 1 Introduction and Defining the Problem -- 2 Evolution as a Central Theme in School Along a Learning Progression -- 2.1 Next Generation Science Standards -- 2.2 Austrian State Curriculum and Teaching Evolution -- 3 Learning Progression Based on Students' Conceptions: Evolution and Selection -- 4 Research and Development Questions -- 5 Research Design, Methodology and Methods -- 6 Results of the Development of the Students' Conceptions -- 7 Discussion and Outlook -- 7.1 Study on Students' Learning Progressions. , 7.2 Further Development of the Learning Progression -- References -- Inequitable Foundations? Educational Equality in Evolution -- 1 Background -- 2 Research Questions -- 3 Methodology -- 4 Sample -- 5 Results -- 5.1 Middle School -- 5.2 High School -- 6 Conclusions and Implications -- References -- Examining Teaching Assistants' (TA) Experiences Facilitating Traditional Versus Active-Learning-Based Tree-Thinking Curricula: TA Perceptions, Student Outcomes, and Implications for Teaching and Learning About Evolution -- 1 Introduction and Motivation for the Study -- 2 Using the MUET to Design a Curriculum -- 3 Research Design -- 3.1 An Exploratory Study Examining Traditional Versus MUET Curricula -- 3.2 TA Participants -- 3.3 Collection of Students' Warm-up/Wrap-up Quiz Data and Semi-structured TA Interviews -- 3.4 Student Learning and TA Interview Data Analysis -- 4 Discussion of Findings -- 4.1 TAs' Perceptions About Their Implementation of the MUET Curriculum in an Undergraduate Biology Classroom Compared with the Traditional Curriculum for Teaching Evolutionary Tree-Thinking -- 4.2 Benefits TAs Believe They Experienced as a Result of Implementation of the MUET Curriculum -- 4.3 Some TAs' Perceptions About the Design of the MUET Curriculum Reflect Their Lack of PCK -- 4.4 Examining the Extent to Which the MUET Curriculum and Students' Quiz Performance Across Sections Influenced TAs' Perceived Effectiveness of the MUET Curriculum and of Their Teaching -- 5 Conclusion and Implications -- References -- Utility of Context-Based Learning to Influence Teacher Understanding of Evolution and Genetics Concepts Related to Food Security Issues in East Africa -- 1 Context -- 2 Introduction -- 3 Review of Relevant Literature -- 3.1 Context-Based Learning (CBL) -- 3.2 Teaching and Learning Interventions in Evolution and Genetics -- 4 Methodology -- 5 Findings. , 6 Discussion -- 7 Future Research Considerations -- References -- Bridging the Gap Towards Flying: Archaeopteryx as a Unique Evolutionary Tool to Inquiry-Based Learning -- 1 Introduction -- 2 Methods -- 2.1 Participants and Instructional Unit -- 2.2 Test Design -- 2.3 Statistical Analysis -- 3 Results -- 4 Discussion -- References -- Overcoming Motivational Barriers to Understanding and Accepting Evolution Through Gameful Learning -- 1 Introduction -- 1.1 The Role of Motivation in Conceptual Change -- 1.2 The Motivational Nature of Gameful, Inquiry-Based Learning -- 1.3 Motivation to Learn Biology -- 2 Methods -- 2.1 Research Context -- 2.2 Learning Conditions -- 2.3 Study Design -- 3 Results -- 3.1 Quantitative -- 3.2 Qualitative -- 4 Discussion -- 5 Limitations and Implications -- References -- Using Human Examples to Teach Evolution to High School Students: Increasing Understanding and Decreasing Cognitive Biases and Misconceptions -- 1 Introduction -- 1.1 Common Cognitive Biases and Evolution Misconceptions Among Students -- 1.2 How Do Different Types of Evolution Instruction Affect Student Understanding of Evolution and the Frequency of Cognitive Biases and Misconceptions? -- 2 Methods -- 2.1 The Teaching Evolution through Human Examples (TEtHE) Project -- 2.2 Research Questions -- 2.3 Sample -- 2.4 Interventions -- 2.5 Assessments -- 2.6 Analyses -- 3 Results -- 3.1 Research Question 1 -- 3.2 Research Question 2 -- 3.3 Research Question 3 -- 4 Discussion -- References -- Models and Modeling in Evolution -- 1 Introduction -- 2 Models and Modeling in the Context of Science Education -- 2.1 Research and Curriculum Efforts in Models and Modeling -- 2.2 Modeling Instruction in Science, a Guided Inquiry Pedagogy -- 2.3 Use of Models and Modeling in Biology and Evolution-Past Research -- 3 Modeling Instruction in Evolution and Natural Selection. , 3.1 Modeling Instruction in Biology Evolution Unit Overview -- 3.2 Paradigm Lab Description -- 3.3 Deployment of Initial Model -- 4 Research Design -- 4.1 Participants and Settings -- 4.2 Research Instruments -- 4.3 Data Analysis and Results -- 5 Discussion -- 5.1 Students Develop Greater Conceptual Understanding of Natural Selection -- 5.2 Students Have Fewer Alternative Conceptions Using Modeling Instruction -- 5.3 Students Increase Usage of Multiple Representations -- 5.4 Limitations -- 6 Concluding Remarks and Implications -- References -- Cultural Diversity and Evolution: Looking for a Dialogical Teaching Perspective -- 1 Introduction -- 2 Teaching Evolution from an Intercultural Dialogic Perspective -- 2.1 Scientific and Traditional Knowledge -- 2.2 Intercultural Dialogic Education -- 3 Evolution Education and Natural Selection -- 3.1 Importance of Teaching Evolution Theory and Natural Selection -- 3.2 The Analogy Between Natural and Artificial Selection -- 4 Introducing Evolution Education Using an Intercultural Dialogical Teaching Perspective -- 4.1 The Artificial Selection of Maize -- 4.2 The Milpa -- 5 Implementation of Evolution Education Activities in Indigenous Groups -- 5.1 Exploratory Study, 1st Stage -- 5.2 Activities in Indigenous Groups, Second Stage -- 6 Reflection -- 7 Conclusions and Perspectives -- References -- Transforming a College Biology Course to Engage Students: Exploring Shifts in Evolution Knowledge and Mechanistic Reasoning -- 1 Instructional Vignette -- 1.1 Environmental Conditions Are Changing and the Birds Are Dying -- 2 Course Overview and Rationale -- 3 Literature Review -- 3.1 Reasoning and Critical Thinking Is Key to Building Understanding of Evolution -- 3.2 Direct Experience with Phenomena Is Key to Building Understanding -- 4 Instructional Intervention -- 5 Research Methods -- 5.1 Paradigm -- 5.2 Context. , 5.3 Instrumentation.

Note: Literaturverz. S. 311 - 326