Standard

Evolution education re-considered : Understanding what works. / Harms, Ute (Editor); Reiss, Michael J. (Editor).

Cham, Switzerland : Springer International, 2019. 347 p.

Research output: BookCollected edition/anthologyResearch

Harvard

Harms, U & Reiss, MJ (eds) 2019, Evolution education re-considered: Understanding what works. Springer International, Cham, Switzerland. https://doi.org/10.1007/978-3-030-14698-6

APA

Harms, U., & Reiss, M. J. (Eds.) (2019). Evolution education re-considered: Understanding what works. Springer International. https://doi.org/10.1007/978-3-030-14698-6

Vancouver

Harms U, (ed.), Reiss MJ, (ed.). Evolution education re-considered: Understanding what works. Cham, Switzerland: Springer International, 2019. 347 p. https://doi.org/10.1007/978-3-030-14698-6

Author

Harms, Ute (Editor) ; Reiss, Michael J. (Editor). / Evolution education re-considered : Understanding what works. Cham, Switzerland : Springer International, 2019. 347 p.

BibTeX

@book{cbf27cf3b1934135a6ecc957d56beaed,
title = "Evolution education re-considered: Understanding what works",
abstract = "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. {\textquoteleft}Success{\textquoteright} 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 enable evolution to be taught successfully; all these interventions have been researched and evaluated by the chapters{\textquoteright} authors and the findings are presented along with discussions of the implications. The result is an important compendium of 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. ",
keywords = "Development of competences and transitions, Teaching Evolution, Learning Evolution, Science Education, Biology Education, Understanding Evolution, Accepting Evolution, Science and Religion, Evolution Knowledge, Creationism, Evolution as Integrative Framework, Pre-service Teachers, Teaching Intervanetion Packages, Relative Ability Levels, Mixed Age Classes, Selective Breeding, Most Recent Common Ancestor, Developmental Learning Progressions (DLP), Teaching and Learning Sequence, Graduate Teaching Assistant, Teacher Professional Development",
editor = "Ute Harms and Reiss, {Michael J.}",
year = "2019",
month = jul,
day = "29",
doi = "10.1007/978-3-030-14698-6",
language = "English",
isbn = "978-3-030-14697-9",
publisher = "Springer International",

}

RIS

TY - BOOK

T1 - Evolution education re-considered

T2 - Understanding what works

A2 - Harms, Ute

A2 - Reiss, Michael J.

PY - 2019/7/29

Y1 - 2019/7/29

N2 - 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 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 enable evolution to be taught successfully; all these interventions have been researched and evaluated by the chapters’ authors and the findings are presented along with discussions of the implications. The result is an important compendium of 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.

AB - 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 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 enable evolution to be taught successfully; all these interventions have been researched and evaluated by the chapters’ authors and the findings are presented along with discussions of the implications. The result is an important compendium of 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.

KW - Development of competences and transitions

KW - Teaching Evolution

KW - Learning Evolution

KW - Science Education

KW - Biology Education

KW - Understanding Evolution

KW - Accepting Evolution

KW - Science and Religion

KW - Evolution Knowledge

KW - Creationism

KW - Evolution as Integrative Framework

KW - Pre-service Teachers

KW - Teaching Intervanetion Packages

KW - Relative Ability Levels

KW - Mixed Age Classes

KW - Selective Breeding

KW - Most Recent Common Ancestor

KW - Developmental Learning Progressions (DLP)

KW - Teaching and Learning Sequence

KW - Graduate Teaching Assistant

KW - Teacher Professional Development

U2 - 10.1007/978-3-030-14698-6

DO - 10.1007/978-3-030-14698-6

M3 - Collected edition/anthology

SN - 978-3-030-14697-9

BT - Evolution education re-considered

PB - Springer International

CY - Cham, Switzerland

ER -

ID: 1004982