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The present state of evolution education

Reiss, M; Harms, U; (2019) The present state of evolution education. In: Harms, U and Reiss, M, (eds.) Evolution Education: Re-considered. (pp. 1-19). Springer: Cham, Switzerland. Green open access

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Evolution is widely seen as the central, key, unifying framework of biology. Yet many school-aged students and adults understand relatively little of the theory of evolution, for a whole range of reasons ranging from the cognitive difficulty of some of the central concepts to rejection of certain key ideas, whether consciously or unconsciously. Prior to this volume there have been surprisingly few studies of research-based interventions that attempt to use existing knowledge to propose new pedagogies to try to teach evolution to learners more successfully, whether in schools or elsewhere. Successful learning here might be understood as cognitive gains about evolution, as acceptance of evolution or as an increased desire to continue to learn about it. In this chapter we review the existing field of evolution education, discussing the reasons why such understanding is limited, whether for cognitive, socio-cultural or affective reasons (Jones & Reiss, 2007; Rosengren et al., 2012; Kampourakis, 2014; Tracy, Hart & Martens, 2011; Newall, 2017).

Type: Book chapter
Title: The present state of evolution education
Open access status: An open access version is available from UCL Discovery
DOI: 10.1007/978-3-030-14698-6_1
Publisher version: https://doi.org/10.1007/978-3-030-14698-6_1
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Science education, Evolution education
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI: https://discovery.ucl.ac.uk/id/eprint/10079307
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