Current Status of Research in Teaching and Learning Evolution: II. Pedagogical Issues
- Mike U. Smith
- 1 June 2010
Education, Biology
A set of pedagogical implications and recommendations for the classroom instructor are proposed and a call for studies to address specific gaps identified is called for.
Current Status of Research in Teaching and Learning Evolution: I. Philosophical/Epistemological Issues
- Mike U. Smith
- 1 June 2010
Philosophy, Biology
This review first addresses the philosophical/epistemological issues that impinge on teaching and learning about evolution, including the proper philosophical goals of evolution instruction; the correlational and possibly causal relationships among knowing, understanding, accepting, and believing; and the factors that affect student understanding, acceptance, and/or belief.
Counterpoint: Belief, understanding, and the teaching of evolution
- Mike U. Smith
- 5 July 2007
Education, Biology
This article makes several recommendations for how this might be accomplished in a way that respects individual student backgrounds and beliefs but is also scientifically appropriate.
The GAENE—Generalized Acceptance of EvolutioN Evaluation: Development of a new measure of evolution acceptance
- Mike U. SmithScott SnyderR. Devereaux
- 1 June 2016
Psychology
The present study reports the development of a brief, quantitative, web-based, psychometrically sound measure—the Generalized Acceptance of EvolutioN Evaluation (GAENE, pronounced “gene”) in a format…
Defining versus describing the nature of science: A pragmatic analysis for classroom teachers and science educators
- Mike U. SmithLawrence C. Scharmann
- 1 July 1999
Philosophy, Education
There appears to be an almost universal commitment among science edu- cators to promote the goal of student understanding of the nature of science. Recent dis- agreements among philosophers of…
Knowing, Believing, and Understanding: What Goals for Science Education?
- Mike U. SmithH. Siegel
- 1 August 2004
Education, Philosophy
What is a teacher to do when confronted with a student who says “I understand that theory (e.g., evolution), but I don't believe it”? The purpose of this article is to provide a rationale for…
Explicit Reflective Nature of Science Instruction: Evolution, Intelligent Design, and Umbrellaology
- Lawrence C. ScharmannMike U. SmithMark C. JamesM. Jensen
- 1 February 2005
Education, Philosophy
The investigators sought to design an instructional unit to enhance an understanding of the nature of science (NOS) by taking into account both instructional best practices and suggestions made by…
A Multi-Year Program Developing an Explicit Reflective Pedagogy for Teaching Pre-service Teachers the Nature of Science by Ostention
- Mike U. SmithLawrence C. Scharmann
- 1 February 2008
Education
This investigation delineates a multi-year action research agenda designed to develop an instructional model for teaching the nature of science (NOS) to preservice science teachers. Our past research…
Problem solving and classical genetics: Successful versus unsuccessful performance†
- Mike U. SmithR. Good
- 1 December 1984
Biology, Psychology
Expert-novice problem-solving research is extended to include classical genetics and it is clear that studying problem solving using the expert/novice design requires that the problems be difficult enough to require more than more recall and yet simple enough to allow novices a chance for solution.
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