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Evolution ChallengesIntegrating Research and Practice in Teaching and Learning about Evolution$
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Karl S. Rosengren, Sarah K. Brem, E. Margaret Evans, and Gale M. Sinatra

Print publication date: 2012

Print ISBN-13: 9780199730421

Published to Oxford Scholarship Online: September 2012

DOI: 10.1093/acprof:oso/9780199730421.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2020. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 29 November 2020

Model-Based Instruction

Model-Based Instruction

Fostering Change in Evolutionary Conceptions and in Epistemic Practices

(p.211) 10 Model-Based Instruction
Evolution Challenges

Clark A. Chinn

Luke A. Buckland

Oxford University Press

Conceptual change in the domain of evolution requires two simultaneous changes: changes in students’ theoretical conceptions (i.e., developing a proper understanding of evolutionary models) and changes in students’ epistemic practices (i.e., learning the inquiry practices scientists use to develop, revise, and evaluate explanatory models). Model-based inquiry instruction is a promising method for achieving these dual goals. The chapter describes a general approach to model-based inquiry which has been developed; this approach incorporates a variety of scaffolds to support growth in both content understanding and the epistemic practices of science. It also reviews research on evolution instruction and discuss several promising evolution curricula that employ model-based inquiry. Finally, the chapter makes suggestions for new instructional methods based on the review.

Keywords:   conceptual change, understanding evolution, epistemic practices, model-based inquiry, science education

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