Literaturnachweis - Detailanzeige
Autor/inn/en | Baytelman, Andreani; Loizou, Theonitsa; Hadjiconstantinou, Salomi |
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Titel | Relationships between epistemological beliefs and conceptual understanding of evolution by natural selection. Paralleltitel: Razmerja med epistemoloskimi verjetji in pojmovnim razumevanjem evolucije z naravno selekcijo. |
Quelle | In: CEPS journal, 13 (2023) 1, S. 63-93Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext (2); PDF als Volltext (3) |
Sprache | englisch |
Dokumenttyp | online; Zeitschriftenaufsatz |
ISSN | 2232-2647 |
DOI | 10.25656/01:26452 10.26529/cepsj.1484 |
URN | urn:nbn:de:0111-pedocs-264525 |
Schlagwörter | Multiple-Choice-Verfahren; Schuljahr 12; Schüler; Entdeckendes Lernen; Biologieunterricht; Evolution; Messverfahren; Naturwissenschaftlicher Unterricht; Erkenntnistheorie; Überzeugung; Auslese; Zypern |
Abstract | This study researches relationships between 12th-grade students' epistemological beliefs towards science and their conceptual understanding of evolution by natural selection. Forty-two 12th-grade students in a suburban high school in Cyprus, who participated in a biology course, completed measures of their: (a) epistemological beliefs towards science before the intervention of being taught evolution n (b) conceptual understanding of evolution by natural selection after evolution intervention, (c) epistemological beliefs towards science after evolution intervention. Based on previous research, we hypothesised there would be a significant relationship between students' epistemological beliefs and their conceptual understanding of evolution by natural selection after the evolution intervention. We also hypothesised that inquiry-based intervention on evolution by natural selection would foster students' epistemological beliefs. Our results indicate that participants' initial epistemological beliefs predict very modestly and statistically non-significant learning achievements on conceptual understanding of evolution by natural selection. However, our results show a significant improvement in participants' epistemological beliefs after engagement in an inquiry-based intervention on evolution by natural selection. The educational significance of this and its implications are discussed. (DIPF/Orig.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2024/1 |