Ne samo po zasnovi – prakse modeliranja za prepoznavanje učenčevega razumevanja evolucije v okviru resničnega življenja
Povzetek
Čeprav je evolucija temeljni koncept v biologiji, je še vedno ena najzah-tevnejših tematik pri poučevanju v naravoslovnem izobraževanju. Ideje o evoluciji, osredinjene na anatomske ali vedenjske prvine osebka, so v primerjavi z vzajemnim učinkovanjem genetike in okolja, okrepljene prek jezika in kulture, kar jih napravlja robustne in vztrajnostne med učenci na vseh stopnjah izobraževanja. Na modelu koncipirano razmi-šljanje naj bi bilo uporabno za učence, da osmislijo procesno temelječe znanstvene vsebine, ki združujejo epistemološke razsežnosti z jezikov-nimi in vrednostnimi. V biološkem izobraževanju pa se kaže primanj-kljaj tistih raziskav, ki bi prikazale, kako lahko modeliranje spodbudi epistemološko zrelost, zlasti glede vprašanj delovanja in oblikovanja v evoluciji z naravno selekcijo. Na podlagi te perspektive se ta študija osre-dinja na opisovanje narave idej učencev, medtem ko modelira odpor-nost, ki jo razvije populacija komarjev v laguni po uvedbi insekticida. Zbrani podatki obsegajo pisna poročila učencev in risbe, za katere je bila storjena vsebinska in diskurzivna analiza. Ugotovitve kažejo, da so učenci sprva verjeli, da je prilagoditev na poljubno lastnost vedenjska značilnost, ki jo je sprožila obstoječa zasnova. Po modeliranju procesa naravne selekcije se zdi, da so se razlage izboljšale (od Lamarckovih do neodarvinističnih pogledov), pri čemer je večina skupin ponudila na-tančne razlage o prilagajanju.
Prenosi
Literatura
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