Teaching evolution using a historically rich curriculum & paired problem solving instructional strategy

American Biology Teacher

Volumn 59, Issue 4, 1997, Pages 208-212

  Jensen, Murray S ^b   Finley, Fred N ^a  

^a UNIVERSITY OF MINNESOTA   (United States)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0031120727     PISSN: 00027685     EISSN: None     Source Type: Journal    
DOI: 10.2307/4450287     Document Type: Article

References (9)

1. Bishop, B. & Anderson, C.W. (1990). Student conceptions of natural selection and its role in evolution. Journal of Research in Science Teaching, 27(5), 415-427.
2. Bowler, P.J. (1989). Evolution: The History of an Idea. Berkeley: University of California.
3. Clough, E.E. & Wood-Robinson, C. (1985). How secondary students interpret instances of biological adaptation. Journal of Biological Education, 19, 125-130.
4. Jensen, M.S. & Finley, F.N. (1996). Changes in students' understanding of evolution resulting from different curricular and instructional strategies. The Journal of Research in Science Teaching, 33(8), 879-900.
5. Mayr, E. (1982). The growth of biological thought. Cambridge, MA: Harvard University Press.
6. Pestel, B.C. (1993). Teaching problem solving without modeling through "thinking aloud paired problem solving." Science Education, 77(1), 83-94.
7. Posner, G.J., Strike, K.A., Hewson, P.W. & Gertzog, W.A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211-227.
8. Scharmann, L. (1993). Teaching evolution: Designing successful instruction. The American Biology Teacher, 55, 481-486.
9. Wandersee, J.H. (1985). Can the history of science help science educators anticipate students' misconceptions? Journal of Research in Science Teaching, 23(7), 581-597.