Details
| Original language | English |
|---|---|
| Title of host publication | Evolution Education Re-considered |
| Subtitle of host publication | Understanding What Works |
| Editors | Ute Harms, Michael Reiss |
| Place of Publication | Cham |
| Publisher | Springer International Publishing AG |
| Pages | 285-305 |
| Number of pages | 21 |
| ISBN (electronic) | 9783030146986 |
| ISBN (print) | 9783030146979 |
| Publication status | Published - 2019 |
Abstract
Creationist conceptions and biblical explanations can impact students’ conceptions, their perceptions of the natural world, and therefore hinder their acceptance of science and its explanations. This chapter presents two case studies that research the interplay between creationist conceptions and evolution understanding in informal learning environments. Case study one deals with the topic of the emergence of humankind in an exhibition presented to visitors in an IKEA store. This study shows that in terms of human descent, the learning environment could improve argumentation towards more scientifically accepted views, but also that the conception of ‘special creation’ could not be altered. Case study two deals with a guided tour about the evolution of life throughout geological eras in a natural history museum. The study analyses the relationship of evolution knowledge and creationist conceptions. The results show that while evolution knowledge could be improved, creationist conceptions became less prominent. Both studies are discussed in terms of implications for learning in informal (and formal) learning environments.
Keywords
- Acceptance of science, Beliefs, Biblical, Creationist conceptions, Guided tour, Human evolution, Informal learning environments, Literalism, Natural history museum
ASJC Scopus subject areas
- Social Sciences(all)
- General Social Sciences
- Agricultural and Biological Sciences(all)
- General Agricultural and Biological Sciences
Cite this
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Evolution Education Re-considered: Understanding What Works. ed. / Ute Harms; Michael Reiss. Cham: Springer International Publishing AG, 2019. p. 285-305.
Research output: Chapter in book/report/conference proceeding › Contribution to book/anthology › Research › peer review
}
TY - CHAP
T1 - Evolution Learning and Creationism Thinking in Informal Learning Environments
AU - Groß, Jorge
AU - Kremer, Kerstin Hildegard
AU - Arnold, Julia
PY - 2019
Y1 - 2019
N2 - Creationist conceptions and biblical explanations can impact students’ conceptions, their perceptions of the natural world, and therefore hinder their acceptance of science and its explanations. This chapter presents two case studies that research the interplay between creationist conceptions and evolution understanding in informal learning environments. Case study one deals with the topic of the emergence of humankind in an exhibition presented to visitors in an IKEA store. This study shows that in terms of human descent, the learning environment could improve argumentation towards more scientifically accepted views, but also that the conception of ‘special creation’ could not be altered. Case study two deals with a guided tour about the evolution of life throughout geological eras in a natural history museum. The study analyses the relationship of evolution knowledge and creationist conceptions. The results show that while evolution knowledge could be improved, creationist conceptions became less prominent. Both studies are discussed in terms of implications for learning in informal (and formal) learning environments.
AB - Creationist conceptions and biblical explanations can impact students’ conceptions, their perceptions of the natural world, and therefore hinder their acceptance of science and its explanations. This chapter presents two case studies that research the interplay between creationist conceptions and evolution understanding in informal learning environments. Case study one deals with the topic of the emergence of humankind in an exhibition presented to visitors in an IKEA store. This study shows that in terms of human descent, the learning environment could improve argumentation towards more scientifically accepted views, but also that the conception of ‘special creation’ could not be altered. Case study two deals with a guided tour about the evolution of life throughout geological eras in a natural history museum. The study analyses the relationship of evolution knowledge and creationist conceptions. The results show that while evolution knowledge could be improved, creationist conceptions became less prominent. Both studies are discussed in terms of implications for learning in informal (and formal) learning environments.
KW - Acceptance of science
KW - Beliefs
KW - Biblical
KW - Creationist conceptions
KW - Guided tour
KW - Human evolution
KW - Informal learning environments
KW - Literalism
KW - Natural history museum
UR - http://www.scopus.com/inward/record.url?scp=85149084310&partnerID=8YFLogxK
U2 - 10.1007/978-3-030-14698-6_16
DO - 10.1007/978-3-030-14698-6_16
M3 - Contribution to book/anthology
SN - 9783030146979
SP - 285
EP - 305
BT - Evolution Education Re-considered
A2 - Harms, Ute
A2 - Reiss, Michael
PB - Springer International Publishing AG
CY - Cham
ER -