Misunderstanding Emergent Causal Mechanism in Natural Selection

Evolution Challenges: Integrating Research and Practice in Teaching and Learning about Evolution

Volumn , Issue , 2012, Pages

  Chi, Michelene T H ^a   Kristensen, Agnieszka Kosminska ^a   Roscoe, Rod D ^b  

^a ARIZONA STATE UNIVERSITY   (United States)

^b UNIVERSITY OF MEMPHIS   (United States)

Author keywords

Learning failures; Misconceptions; Natural selection; Schema; Science learning

Indexed keywords

EID: 84922760657     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1093/acprof:oso/9780199730421.003.0007     Document Type: Chapter

References (43)

1. Bereiter, C. (1985). Toward a solution of the learning paradox. Review of Educational Research, 55(2), 201-226.
2. Bishop, B. A. & Anderson, C. W. (1990). Student conceptions of natural selection and its role in evolution. Journal of Research in Science Teaching, 27, 415-427.
3. Black, J. B., & Bower, G. H. (1980). Story understanding as problem-solving. Poetics, 9, 223-250.
4. Bransford, J. D., & Johnson, M. K. (1972). Contextual prerequisites for understanding: Some investigations of comprehension and recall. Journal of Verbal Learning and Verbal Behavior, 11, 717-726.
5. Brumby, M. N. (1984). Misconceptions about the concept of natural selection by medical biology students. Science Education, 68, 493-503.
6. Chan, C., Burtis, J., & Bereiter, C. (1997). Knowledge building as a mediator of conflict in conceptual change. Cognition and Instruction, 15, 1-40.
7. Cheng, P. W., & Holyoak, K. J. (1985). Pragmatic reasoning schemas. Cognitive Psychology, 17, 391-416.
8. Chi, M. T. H. (1992). Conceptual change within and across ontological categories: Examples from learning and discovery in science. In R. Gier (Ed.), Cognitive models of science: Minnesota studies in the philosophy of science (pp. 129-186). Minneapolis: University of Minnesota Press.
9. Chi, M. T. H. (1997). Creativity: Shifting across ontological categories flexibly. In T. B. Ward, S. M. Smith, & J. Vaid (Eds.), Conceptual structures and processes: Emergence, discovery and change (pp. 209-234). Washington, DC: American Psychological Association.
10. Chi, M. T. H. (2000). Self-explaining expository texts: The dual processes of generating inferences and repairing mental models. In R. Glaser (Ed.), Advances in instructional psychology (pp. 161-238). Mahwah, NJ: Erlbaum.
11. Chi, M. T. H. (2005). Common sense conceptions of emergent processes: Why some misconceptions are robust. Journal of the Learning Sciences, 14, 161-199.
12. Chi, M. T. H. (2008). Three kinds of conceptual change: Belief revision, mental model transformation, and ontological shift. In S. Vosniadou (Ed.), Handbook of research on conceptual change (pp. 61-82). New York: Routledge.
13. Chi, M. T. H., de Leeuw, N., Chiu, M. H., & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18, 439-477.
14. Chi, M. T. H., Feltovich, P., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science, 5, 121-152.
15. Chi, M. T. H., & Hausmann, R. G. M. (2003). Do radical discoveries require ontological shifts? In L. V. Shavinna (Ed.), International handbook on innovation (pp. 430-444). Oxford: Elsevier Science.
16. Chi, M. T. H., Hutchinson, J., & Robin, A. F. (1989). How inferences about novel domain-related concepts can be constrained by structured knowledge. Merrill-Palmer Quarterly, 35, 27-62.
17. Chi, M. T. H., & Koeske, R. (1983). Network representation of a child's dinosaur knowledge. Developmental Psychology, 19, 29-39.
18. Chi, M. T. H., & Ohlsson, S. (2005). Complex declarative learning. In K. J. Holyoak & R. G. Morrison (Eds.), The Cambridge handbook of thinking and reasoning (pp. 371-399). New York: Cambridge University Press.
19. Chi, M. T. H. & Roscoe, R. D. (2002). The processes and challenges of conceptual change. In M. Limon & L. Mason (Eds.), Reconsidering conceptual change: Issues in theory and practice (pp. 3-27). Dordrecht, Netherlands: Kluwer Academic.
20. Chi, M. T. H., Roscoe, R. D., Slotta, J. D., Roy, M., & Chase, C. C. (2012). Misconceived causal explanations for emergent processes. Cognitive Science, 36, 1-61.
21. Chi, M. T. H., Slotta, J. D., & de Leeuw, N. (1994). From things to processes: A theory of conceptual change for learning science concepts. Learning and Instruction, 4, 27-43.
22. Coleman, E. B., Brown, A. L., & Rivkin, I. D. (1997). The effects of instructional explanations on inferences from scientific text. Journal of the Learning Sciences, 6(4), 347-365.
23. Evans, E. M., Spiegel, A., Gram, W., Frazier, B. F., Tare, M., Thompson, S., et al. (2010). A conceptual guide to natural history museum visitors' understanding of evolution. Journal of Research in Science Teaching, 47, 326-353.
24. Ferrari, M., & Chi, M. T. H. (1998). The nature of naïve explanations of natural selection. International Journal of Science Education, 20, 1231-1256.
25. Foltz, D. W. (1992, December). Using physical analogies to teach population genetics concepts. In R. G. Good, J. E. Towbridge, S. S. Demastes, J. H. Wandersee, M. S. Hafner, & C. L. Cummins (Eds.), Proceedings of the 1992 evolution education research conference. Baton Rouge: Louisiana State University.
26. Gobbo, C., & Chi, M. T. H. (1986). How knowledge is structured and used by expert and novice children. Cognitive Development, 1, 221-237.
27. Greene, E. D. J. (1990). The logic of university students' misunderstanding of natural selection. Journal of Science Teaching, 31, 875-885.
28. Grant, B. S., Owen, D. F., & Clarke, C. A. (1996). Parallel rise and fall of melanic peppered moths in America and Britain. Journal of Heredity, 87, 351-357.
29. Helenurm, K. (1992, December). Problems facing education in evolution. In R. G. Good, J. E. Towbridge, S. S. Demastes, J. H. Wandersee, M. S. Hafner, & C. L. Cummins (Eds.), Proceedings of the 1992 evolution education research conference. Baton Rouge: Louisiana State University.
30. Kowalski, P., & Taylor, A. K. (2009). The effect of refuting misconceptions in the introductory psychology class. Teaching of Psychology, 36, 153-159.
31. Mandler, J. M., & Johnson, N. S. (1977). Remembrance of things parsed: Story structure and recall. Cognitive Psychology. 9, 111-151.
32. Nehm, R. H., & Reilly, L. (2007). Biology majors' knowledge and misconceptions of natural selection. BioScience, 57(3), 263-272.
33. Ohlsson, S., & Bee, N. V. (1992). The effect of expository text on children's explanations of biological evolution. Office of Educational Research and Improvement (OERI) report. Learning Research and Development Center, Pittsburgh.
34. Pichert, J. W., & Anderson, R. C. (1977). Taking different perspectives on a story. Journal of Educational Psychology, 69, 309-315.
35. Resnick, M. (1996). Beyond the centralized mindset. Journal of the Learning Sciences, 5, 1-22.
36. Rumelhart, D. E. (1977). Toward an interactive model of reading. In S. Domic (Ed.), Attention and performance VI. Hillsdale, NJ: Erlbaum.
37. Slotta, J. D., & Chi, M. T. H. (2006). The impact of ontology training on conceptual change: Helping students understand the challenging topics in science. Cognition and Instruction, 24, 261-289.
38. Slotta, J. D., Chi, M. T. H., & Joram, E. (1995). Assessing students' misclassifications of physics concepts: An ontological basis for conceptual change. Cognition and Instruction, 13, 373-400.
39. Smith, E. E. (1989). Concepts and induction. In M. I. Posner (Ed.), Foundations of cognitive science. Cambridge, MA: MIT Press.
40. Steffensen, M. S., Joag-dev, C., & Anderson, R. C. (1979). A cross-cultural perspective on reading comprehension. Reading Research Quarterly, 15, 10-29.
41. Stein, N. L., & Glenn, C. G. (1979). An analysis of story comprehension in elementary school children. In R. O. Freedle (Ed.), New directions in discourse processing (Vol. 2, pp. 53-120). Norwood, NJ: Ablex.
42. Vosniadou, S., & Brewer, W. F. (1992). Mental models of the earth: A study of conceptual change in childhood. Cognitive Psychology, 24, 535-585.
43. Wilensky, U. (2001). Modeling nature's emergent patterns with multi-agent languages. Proceedings of EuroLogo 2001. Linz, Austria.