Artículo

Estamos trabajando para incorporar este artículo al repositorio
Consulte el artículo en la página del editor
Consulte la política de Acceso Abierto del editor

Abstract:

Numerous studies show that learning the Darwin's model of evolution by natural selection is very difficult at all educational levels. Among the main factors that hinder such learning are the existence and resistance of certain alternative conceptions. This work presents the results of a strategy aimed at identifying general modes of reasoning - obstacles - that underlie many alternative conceptions of undergraduate biology students regarding adaptive evolution. For this purpose, the written responses to three problems were analyzed, and the structure of the explanations produced was then characterized. We have identified two major explanatory patterns, different conceptions and three main obstacles, which we have named i) reasoning centered on the individual, ii) linear causal reasoning and iii) common-sense teleology. In particular, the role of teleological thinking in reasoning about evolution has been analyzed in detail.

Registro:

Documento: Artículo
Título:Obstacles to learning the Darwinian model of evolution by natural selection in biology undergraduates in Argentina
Autor:Galli, L.G.; Meinardi, E.
Filiación:Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Instituto de Investigaciones CeFIEC, Facultad de Ciencias Exactas y Naturales, Universidad de Buenos Aires, Ciudad Autónoma de Buenos Aires, Argentina
Instituto de Investigaciones CeFIEC, Facultad de Ciencias Exactas y Naturales, Universidad de Buenos Aires, Ciudad Autónoma de Buenos Aires, Argentina
Palabras clave:Metacognition; Model of evolution by natural selection; Obstacles to learning; Teleological thinking; University teaching
Año:2017
Volumen:14
Número:3
Página de inicio:435
Página de fin:449
DOI: http://dx.doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2017.v14.i3.03
Título revista:Revista Eureka
Título revista abreviado:Rev. Eureka
ISSN:1697011X
Registro:https://bibliotecadigital.exactas.uba.ar/collection/paper/document/paper_1697011X_v14_n3_p435_Galli

Referencias:

  • Alcock, J., (2009) Animal Behavior. An Evolutionary Approach, , Sunderland: Sinauer
  • Allen, C., Teleological notions in biology (2003) The Stanford Encyclopedia of Philosophy, , http://plato.stanford.edu/entries/teleology-biology/, Zalta, E. (Ed.)., (Winter 2003 Edition)
  • Allen, C., Bekoff, M., Lauder, G., (1998) Nature's Purposes. Analyses of Function and Design in Biology, , Cambridge: MIT Press
  • Alters, B., Nelson, C., Perspective: Teaching evolution in higher education (2002) Evolution, 56 (10), pp. 1891-1901
  • Astolfi, J., El trabajo didáctico de los obstáculos, en el corazón de los aprendizajes científicos (1994) Enseñanza de Las Ciencias, 12 (2), pp. 206-216
  • Astolfi, J., (2001) Conceptos Clave en la Didáctica de Las Disciplinas, , Sevilla: Dí ada
  • Ayala, F., Adaptation and Novelty: Teleological Explanations in Evolutionary Biology (1999) Studies in History and Philosophy of Biology and Biomedical Sciences, 21 (1), pp. 3-33
  • Bermúdez, G., Los orígenes de la Biología como ciencia. El impacto de las teorías de evolución y las problemáticas asociadas a su enseñanza y aprendizaje (2015) Revista Eureka Sobre Enseñanza y Divulgación de Las Ciencias, 12 (1), pp. 66-90. , http://hdl.handle.net/10498/16925
  • Brigandt, I., Explanation in Biology: Reduction, Pluralism, and Explanatory Aims (2013) Science & Education, 22 (1), pp. 69-91
  • Camilloni, A., (2001) Los Obstáculos Epistemológicos en la Enseñanza, , Barcelona: Gedisa
  • Caponi, G., Darwin: entre Paley y Demócrito (2003) História, Ciências, Saúde. Manguinhos, 10 (3), pp. 993-1023
  • Carrascosa, J., El problema de las concepciones alternativas en la actualidad (parte I). Análisis sobre las causas que las originan y/o mantienen (2005) Revista Eureka Sobre Enseñanza y Divulgación de Las Ciencias, 2 (2), pp. 183-208
  • Carrascosa, J., El problema de las concepciones alternativas en la actualidad (parte II). El cambio de concepciones alternativas (2005) Revista Eureka Sobre Enseñanza y Divulgación de Las Ciencias, 2 (3), pp. 388-402. , http://hdl.handle.net/10498/16260
  • Driver, S., Guesne, E., Tiberghien, E., (1985) Children's Idea in Science, , Milton Keynes: Open University Press
  • Espinasa, M., Espinasa, L., Losing Sight of Regresive Evolution (2008) Evolution: Education and Outreach, 1 (4), pp. 509-516
  • Futuyma, D., (2009) Evolution, , Sunderland: Sinauer
  • Gándara Gómez, M., Gil Quílez, M., Sanmartí Puig, N., Del modelo científico de «adaptación biológica» al modelo de «adaptación biológica» en los libros de texto de enseñanza secundaria obligatoria (2002) Enseñanza de Las Ciencias, 20 (2), pp. 303-314
  • Gándara Gómez, M., El aprendizaje de la adaptación (2002) Alambique. Didáctica de Las Ciencias Experimentales, 32, pp. 65-71
  • González Galli, L., (2016) El Problema de la Teleología y la Metáfora Del Diseño en Biología: Cuestiones Epistemológicas e Implicancias Didácticas, p. 40. , http://revistas.pedagogica.edu.co/index.php/TED/article/view/4269, TED (Tecné, Episteme y Didaxis)
  • González Galli, L., Meinardi, E., Obstáculos para el aprendizaje del modelo de evolución por selección natural (2016) Evolucionismo en América y Europa. Antropología, Biología, Política y Educación, pp. 463-476. , Cuvi, N., Servilla, E., Ruiz, R. y Puig Samper, M., Quito: Ediciones Doce Calles -FLACSO Ecuador - Universidad Autónoma de México - Pontificia Universidad Católica de Ecuador
  • González Galli, L., Meinardi, E., Obstáculos para el aprendizaje del modelo de evolución por selección natural en estudiantes de escuela secundaria de Argentina (2015) Ciencia y Educação, 21 (1), pp. 101-122
  • González Galli, L., Meinardi, E., The Role of Teleological Thinking in Learning the Darwinian Model of Evolution (2011) Evolution: Education and Outreach, 4 (1), pp. 145-152
  • Hulswit, M., Teleology: A Peircean Critique of Ernst Mayr's Theory (1996) Transactions of the Charles S Peirce Society, 32 (2), pp. 182-214
  • Kampourakis, K., Zogza, V., Student's intuitive explanations of the causes of homologies and adaptations (2008) Science & Education, 17 (1), pp. 27-47
  • Keil, F., The birth and nurturance of concepts by domains: The origins of concepts of livings things (1994) Mapping the Mind. Domain Specificity in Cognition and Culture, pp. 234-254. , Hirschfeld, L. y Gelman, S. (Comp.)., Cambridge: Cambridge University Press
  • Kelemen, D., Function, goals and intention: Children's teleological reasoning about objects (1999) Trends in Cognitive Sciences, 3 (12), pp. 461-468
  • Kolb, S., Grounded Theory and the Constant Comparative Method: Valid Research Strategies for Educators (2012) Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS), 3 (1), pp. 83-86
  • Nehm, R., Reilly, L., Biology majors' knowledge and misconceptions of natural selection (2007) BioScience, 57 (3), pp. 263-272
  • Osborne, J., Erduran, S., Simon, S., Monk, M., Enhancing the quality of argument in school science (2001) School Science Review, 82 (301), pp. 63-70
  • Peterfalvi, B., Identificación de los obstáculos por parte de los alumnos (2001) Los Obstáculos Epistemológicos en la Enseñanza, , Camilloni, A. (Ed.)., Barcelona: Gedisa
  • Pittendrigh, C., Adaptation, natural selection, and behavior (1958) Behavior and Evolution, pp. 390-416. , Roe, A. & Simpson, G., New Haven: Yale University Press
  • Posner, G., Strike, K., Hewson, P., Gertzog, W., Acomodation of a scientific conception: Toward a theory of conceptual change (1982) Science Education, 66 (2), pp. 211-277
  • Pozo, J., Ni cambio ni conceptual: la reconstrucción del conocimiento científico como un cambio representacional (2007) Cambio Conceptual y Representacional en la Enseñanza de la Ciencia, pp. 73-90. , Pozo, J., Flores, F. (Eds.), Madrid: Antonio Machado Libros, OREALC-UNESCO/Universidad de Alcalá
  • Pozo, J., Pérez Echeverría, M., (2009) Psicología Del Aprendizaje Universitario: La Formación en Competencias, , Madrid: Morata
  • Ridley, M., (2003) Nature Via Nurture. Genes, Experience, and What Makes Us Human, , New York: Harper Collins Publishers
  • Ruse, M., Teleology: Yesterday, Today, and Tomorrow? (2000) Studies in History and Philosophy of Biological & Biomedical Sciences, 31 (1), pp. 213-232
  • Scott, P., Asoko, H., Leach, J., Students conceptions and Conceptual Learning in Science (2007) Handbook of Research on Science Education, pp. 31-56. , Abell, S. y Lederman, N., New Jersey: Lawrence Elrbaum Associates Publishers
  • Sinatra, G., Brem, S., Evans, M., Changing Minds? Implications of Conceptual Change for Teaching and Learning about Biological Evolution (2008) Evolution Education & Outreach, 1 (2), pp. 189-195
  • Sinatra, G., Pintrich, P., (2003) Intentional Conceptual Change, , New Jersey: Lawrence Erlbam Associates Publishers
  • Smith, M., Current Status of Research in Teaching and Learning Evolution: I (2010) Philosophical/Epistemological Issues. Science & Education, 19 (4-8), pp. 523-538
  • Smith, M., Current Status of Research in Teaching and Learning Evolution: II (2010) Pedagogical Issues. Science & Education, 19 (4-8), pp. 539-571
  • Sober, E., (2000) Philosophy of Biology, , Boulder: Wetsview
  • Sober, E., Sloan Wilson, D., (1998) Onto Others. the Evolution and Psychology of Unselfish Behavior, , Harvard: Harvard University Press
  • Stamos, D., (2008) Evolution and the Big Questions. Sex, Race and Other Matters, , Malden: Blackwell
  • Sterelny, K., Griffiths, P., (1999) Sex and Death. An Introduction to Philosophy of Biology, , Chicago: The University Chicago Press
  • Strauss, A., Corbin, J., (1998) Basics of Qualitative Research. Techniques and Procedures for Developing Grounded Theory, , US: Sages Publications
  • Vosniadou, S., (2010) International Handbook of Research in Conceptual Change, , Nueva York: Routledge
  • Vosniadou, S., Conceptual Change Research: An Introduction (2008) International Handbook of Research on Conceptual Change (III-xxviii de la Introducción), , Vosniadou, S. (Ed.), Nueva York: Routledge
  • Wilkins, J., Essentialism in Biology (2013) The Philosophy of Biology. A Companion for Educators, pp. 395-420. , Kampourakis, K. (Ed.), Dordretch: Springer
  • Zohar, A., Dori, Y., (2012) Metacognition in Science Education, , Trends in Currente Research. Dordretch: Springer
  • Zohar, A., Ginossar, S., Lifting the Taboo Regarding Teleology and Anthropomorphism in Biology (1998) Education-Heretical Suggestions. Science Education, 82 (6), pp. 679-697

Citas:

---------- APA ----------
Galli, L.G. & Meinardi, E. (2017) . Obstacles to learning the Darwinian model of evolution by natural selection in biology undergraduates in Argentina . Revista Eureka, 14(3), 435-449.
http://dx.doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2017.v14.i3.03
---------- CHICAGO ----------
Galli, L.G., Meinardi, E. "Obstacles to learning the Darwinian model of evolution by natural selection in biology undergraduates in Argentina " . Revista Eureka 14, no. 3 (2017) : 435-449.
http://dx.doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2017.v14.i3.03
---------- MLA ----------
Galli, L.G., Meinardi, E. "Obstacles to learning the Darwinian model of evolution by natural selection in biology undergraduates in Argentina " . Revista Eureka, vol. 14, no. 3, 2017, pp. 435-449.
http://dx.doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2017.v14.i3.03
---------- VANCOUVER ----------
Galli, L.G., Meinardi, E. Obstacles to learning the Darwinian model of evolution by natural selection in biology undergraduates in Argentina . Rev. Eureka. 2017;14(3):435-449.
http://dx.doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2017.v14.i3.03