The evolution in text books (1945-2016): Changes in methodology and in the presence of misconceptions
Article Sidebar
Main Article Content
Abstract
We analyzed the topic of evolution in a set of biology textbooks from 1945 to 2016. The objectives of this study were to evaluate changes in the presence of misconceptions, as well as to analyze how contents about evolutions are presented. Additionally, we analyze tendencies on these aspects related to Spanish educational legislation. Results showed an increase in the treatment of history on the evolutionary thought, number of activities and number of figures, which might be related to changes in the teaching methodology. However, misconceptions remain in textbooks and there are few attempts to produce confrontation with them. Thus, it seems that the possibility of generating a significant conceptual change is low, since the necessary condition of “dissatisfaction with the current conceptualization” is not met.
Keywords:
Downloads
Article Details
References
Acevedo, J. A. y García-Carmona, A (2016). Rosalind Franklin y la Estructura Molecular del ADN: Un caso de historia de la ciencia para aprender sobre la naturaleza de la ciencia. Revista Científica, 25(2), 162-175.
Álvarez-Pérez, E. y Ruiz-Gutiérrez, R. (2016). Proposal for Teaching Evolutionary Biology: A bridge between research and educational practice. Journal of Biological Education, 50(2), 123-146. DOI: https://dx.doi.org/10.1080/00219266.2015.1007887
Andrews, T. M., Price, R.M., Mead, L. S., McElhinny, T. L., Thanukos, A., Perez, K. E., Herreid, C. F., Terry, D. R. y Lemons, P. P. (2012). Biology undergraduates’ misconceptions about genetic drift. CBE-Life Sciences Education, 11(3), 248-259. DOI: https://dx.doi.org/10.1187/cbe.11-12-0107
Balgopal, M. M. (2014). Learning and intending to teach evolution: concerns of pre-service biology teachers. Research in Science Education, 44(1), 27-52. DOI: https://dx.doi.org/10.1007/s11165-013-9371-0
Bishop, B. A. y Anderson, C. W. (1990). Student conceptions of natural selection and its role in evolution. Journal of Research in Science Teaching, 27(5), 415-427. DOI: https://dx.doi.org/10.1002/tea.3660270503
Butler, J., Mooney, G. y O’Grady, A. (2015). An investigation into the prevalence of ecological misconceptions in upper secondary students and implications for pre-service teacher education. European Journal of Teacher Education, 38(3), 300-319. DOI: https://dx.doi.org/10.1080/02619768.2014.943394
Catley, K. M. y Novick, L. R. (2009). Digging deep: Exploring college students' knowledge of macroevolutionary time. Journal of Research in Science Teaching, 46(3), 311-332. DOI: https://dx.doi.org/10.1002/tea.20273
Crowther, G. J. y Price R. M. (2014). Re: Misconceptions are “so yesterday!”. CBE-Life Sciences Education, 13(1), 3-5. DOI: https://dx.doi.org/10.1187/cbe.13-11-0226
Dole, J. A. y Sinatra G. M. (1998). Reconceptualizing change in the cognitive construction of knowledge. Educational psychologist, 33(2-3), 109-128. DOI: https://dx.doi.org/10.1080/00461520.1998.9653294
Dobzhansky, T. (1973). Nothing in Biology Makes Sense except in the Light of Evolution. The American Biology Teacher, 35(3), 125-129.
Futuyma, D. J. (2015). Can modern evolutionary theory explain macroevolution? En E. Serrelli, N. Gontier (Eds.), Macroevolution explanation, interpretation and evidence, pp. 29-85. Cham, Suiza. Springer International Publishing.
Gibson, D. J. (1996). Textbook misconceptions: The climax concept of succession. The American Biology Teacher, 58(3), 135-140. DOI: https://dx.doi.org/10.2307/4450101
Gould, S. J. (1980). The evolutionary biology of constraint. Daedalus, 109, 39-52.
González-Galli, L. y Meinardi E. (2017). Obstáculos para el aprendizaje del modelo de evolución por selección natural en estudiantes universitarios de biología. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 14(2), 435-449.
Gregory, T. R. (2009). Understanding natural selection: essential concepts and common misconceptions. Evolution: Education and Outreach, 2(2), 156-175. DOI: https://dx.doi.org/10.1007/s12052-009-0128-1
Hernández, M. C., Álvarez-Pérez, E. y Ruiz-Gutiérrez, R. (2009). La selección natural: aprendizaje de un paradigma. Teorema: Revista Internacional de Filosofía, 2, 107-121.
Hey, J. (1999). The neutralist, the fly and the selectionist. Trends in Ecology & Evolution, 14(1), 35-38. DOI: https://dx.doi.org/10.1016/S0169-5347(98)01497-9
Hiatt, A., Davis, G. K., Trujillo, C., Terry, M., French, D. P., Price, R. M. y Perez, K. E. (2013). Getting to evo-devo: concepts and challenges for students learning evolutionary developmental biology. CBE-Life Sciences Education, 12(3), 494-508. DOI: https://dx.doi.org/10.1187/cbe.12-11-0203
Ibáñez, M. T. y Martínez-Aznar, M. M. (2005). Solving problems in genetics (II): Conceptual restructuring. International Journal of Science Education, 27(12), 1495-1519. DOI: https://dx.doi.org/10.1080/09500690500186584
Jablonka, E. y Lamb, M. J. (2010). Transgenerational epigenetic inheritance. Evolution: The extended synthesis, 137-174. DOI: https://dx.doi.org/9780262513678.003.0007
Jeffery, K. R. y Roach. L. E. (1994). A study of the presence of evolutionary protoconcepts in pre‐high school textbooks. Journal of Research in Science Teaching, 31(5), 507-518. DOI: https://dx.doi.org/10.1002/tea.3660310506
Jiménez-Aleixandre, M. P. (1994). Teaching evolution and natural selection: a look at textbooks and teachers. Journal of Research in Science Teaching, 31(5), 519-535. DOI: https://dx.doi.org/10.1002/tea.3660310507
King, C. J. H. (2010). An analysis of misconceptions in science textbooks: Earth science in England and Wales. International Journal of Science Education, 32(5), 565-601. DOI: https://dx.doi.org/10.1080/09500690902721681
Linhart, Y. B. (1997). The teaching of evolution—we need to do better. BioScience, 47(6), 385-391. DOI: https://dx.doi.org/10.2307/1313153
Linnenbrink, E. A. y Pintrich, P. R. (2002). Motivation as an enabler for academic success. School Psychology Review, 31(3), 313-327.
Martínez Bonafé J. (2002). Políticas del libro escolar. Madrid. Ediciones Morata.
Martínez Losada, C. y García Barros, S. (2003). Las actividades de primaria y ESO incluidas en libros escolares. Enseñanza de las Ciencias, 21(2), 243-264.
Maskiewicz A. C., Lineback J. E. (2013) Misconceptions are “so yesterday!”. CBE-Life Sciences Education, 12(3), 352-356. DOI: https://dx.doi.org/10.1187/cbe.13-01-0014
Mayr, E. (1982). The growth of biological thought: Diversity, evolution, and inheritance. Harvard University Press.
Müller, G. B. (2007). Evo-devo: extending the evolutionary synthesis. Nature Reviews Genetics, 8(12), 943-949. DOI: https://dx.doi.org/10.1038/nrg2219
Munson, B. H. (1994). Ecological misconceptions. The Journal of Environmental Education, 25(4), 30-34.
National Research Council. NRC (1996) National science education standards. National Academy of Sciences.
Nehm, R. H. y Reilly, L. (2007). Biology majors' knowledge and misconceptions of natural selection. BioScience, 57(3), 263-272. DOI: https://dx.doi.org/10.1641/B570311
Occelli, M. y Valeiras, N. (2013). Los libros de texto de ciencias como objeto de investigación: una revisión bibliográfica. Enseñanza de las Ciencias, 31(2), 133-152. DOI: https://dx.doi.org/10.5565/rev/ec/v31n2.761
Pardo Santano, P. (2004). ¿Qué actividades proponen los libros de texto elaborados para enseñar Geología? Pulso, 27, 49-60.
Perales, F. J. y Jiménez, J. D. (2002). Las ilustraciones en la enseñanza-aprendizaje de las ciencias. Análisis de libros de texto. Enseñanza de las Ciencias, 20(3), 369-386.
Pigliucci, M. y Finkelman, L. (2014). The extended (evolutionary) synthesis debate: where science meets philosophy. BioScience, 64(6), 511-516. DOI: https://dx.doi.org/10.1111/j.1558-5646.2007.00246.x
Pintó, R., Aliberas i Maymí, J. y Gómez Carrillo, R. (1996). Tres enfoques de la investigación sobre concepciones alternativas. Enseñanza de las Ciencias, 14(2), 221-232.
Posner, G. J., Strike, K. A., Hewson, P. W. y Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science education, 66(2), 211-227. DOI: https://dx.doi.org/10.1002/sce.3730660207
Rees, P. A. A. (2007). The evolution of textbook misconceptions about Darwin. Journal of Biological Education, 41(2), 53-55. DOI: https://dx.doi.org/10.1080/00219266.2007.9656062
San Román, S. (2013). Evolución de los modelos metodológicos y su relación con la política educativa en España. Educação e Pesquisa, 39(1). DOI: https://dx.doi.org/10.1590/S1517-97022013000100015
Shtulman, A. (2006). Qualitative differences between naïve and scientific theories of evolution. Cognitive Psychology, 52(2), 170-194. DOI: https://dx.doi.org/10.1016/j.cogpsych.2005.10.001
Smith III, J. P., Disessa, A. A. y Roschelle, J. (1994). Misconceptions reconceived: A constructivist analysis of knowledge in transition. The Journal of the Learning Sciences, 3(2), 115-163. DOI: https://dx.doi.org/10.1207/s15327809jls0302_1
Solbes, J. (2009). Dificultades de aprendizaje y cambio conceptual, procedimental y axiológico (I): Resumen del camino avanzado. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 6(1), 2-20.
Stern, L. (2004). Effective assessment: Probing students' understanding of natural selection. Journal of Biological Education, 39(1), 12-17. DOI: https://doi.org/10.1080/00219266.2004.9655948
Tekkaya, C. (2002). Misconceptions as barrier to understanding biology. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23, 259-266.
Tshuma, T. y Sanders, M. (2015). Textbooks as a possible influence on unscientific ideas about evolution. Journal of Biological Education, 49(4), 354-369. DOI: https://dx.doi.org/10.1080/00219266.2014.967274
Van Den Broek, P. y Kendeou, P. (2008). Cognitive processes in comprehension of science texts: the role of co‐activation in confronting misconceptions. Applied Cognitive Psychology, 22(3), 335-351. DOI: https://dx.doi.org/10.1002/acp.1418
Viennot, L. (1979). Spontaneous reasoning in elementary dynamics. European Journal of Science Education, 1(2), 205-221. DOI: https://dx.doi.org/10.1080/0140528790010209
Woodward, A., Elliott, D. L. (1987). Evolution and creationism in high school textbooks. The American Biology Teacher, 49(3), 164-170. DOI: https://dx.doi.org/10.2307/4448468