Teaching evolution using historical arguments in a conceptual change strategy

Murray S. Jensen, Fred N. Finley

Research output: Contribution to journalArticle

70 Citations (Scopus)

Abstract

A historically rich teaching intervention was developed for biological evolution with the intent of promoting a conceptual change from students' initial understanding to a more Darwinian understanding. The intervention was delivered in a small group setting to underprepared, entry–level biology students. Evaluation of the treatment, using pre–post testing, was used to document the general effectiveness of the intervention and specific changes in students' conceptions of evolution. Results indicate the use of historical materials in conjunction with a conceptual change strategy to be promising. Specific strengths and weaknesses in specific areas of biological evolution are documented. © 1995 John Wiley & Sons. Inc. Copyright © 1995 Wiley Periodicals, Inc., A Wiley Company

Original languageEnglish (US)
Pages (from-to)147-166
Number of pages20
JournalScience Education
Volume79
Issue number2
DOIs
StatePublished - 1995

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Teaching
student
small group
biology
evaluation
Conceptual Change
Biological Evolution
Evaluation
Testing
Conception

Cite this

Teaching evolution using historical arguments in a conceptual change strategy. / Jensen, Murray S.; Finley, Fred N.

In: Science Education, Vol. 79, No. 2, 1995, p. 147-166.

Research output: Contribution to journalArticle

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