Biology Teachers'Conceptions of the Diversity of Life and the Historical Development of Evolutionary Concepts

dc.contributorUniversidade Estadual Paulista (Unesp)
dc.contributorUniversidade Estadual de Londrina (UEL)
dc.creatorSilva, Paloma Rodrigues da [UNESP]
dc.creatorBologna Soares de Andrade, Mariana A.
dc.creatorAndrade Caldeira, Ana Maria de [UNESP]
dc.date2015-10-22T06:33:27Z
dc.date2015-10-22T06:33:27Z
dc.date2015-01-02
dc.date.accessioned2023-09-12T07:01:24Z
dc.date.available2023-09-12T07:01:24Z
dc.identifierhttp://www.tandfonline.com/doi/abs/10.1080/00219266.2014.882377
dc.identifierJournal Of Biological Education. Abingdon: Routledge Journals, Taylor &francis Ltd, v. 49, n. 1, p. 3-21, 2015.
dc.identifier0021-9266
dc.identifierhttp://hdl.handle.net/11449/129702
dc.identifier10.1080/00219266.2014.882377
dc.identifierWOS:000349539400002
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/8779035
dc.descriptionBiology is a science that involves study of the diversity of living organisms. This diversity has always generated questions and has motivated cultures to seek plausible explanations for the differences and similarities between types of organisms. In biology teaching, these issues are addressed by adopting an evolutionary approach. The aim of this study was to compare the extent to which the beliefs of 20 public high school biology teachers in the Bauru region of Sao Paulo in Brazil exemplified the most significant historical concepts regarding evolution. Data from open-ended interviews with teachers were analysed and coded. The analysis of the interviews revealed how participating biology teachers understood and explained biological evolution. The assessment of teachers'conceptions about evolution indicated that many responses expressed current scientifically accepted concepts, such as transformism, natural selection, gradualism and common descent. However, some teachers also provided responses that combined scientific concepts with non-scientific notions, such as finalism, verticality and adaptation to the environment. Therefore, it is necessary to thoroughly investigate biology teachers'understanding of evolutionary processes.
dc.descriptionFundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
dc.descriptionUNESP, Fac Sci, BR-17033360 Bauru, S Paulo, Brazil
dc.descriptionUniv Estadual Londrina, Londrina, Brazil
dc.descriptionUNESP, Fac Sci, BR-17033360 Bauru, S Paulo, Brazil
dc.format3-21
dc.languageeng
dc.publisherRoutledge Journals, Taylor &francis Ltd
dc.relationJournal Of Biological Education
dc.relation0.633
dc.relation0,544
dc.rightsAcesso restrito
dc.sourceWeb of Science
dc.subjectConceptions of teachers
dc.subjectTeaching of biology
dc.subjectBiological evolution
dc.titleBiology Teachers'Conceptions of the Diversity of Life and the Historical Development of Evolutionary Concepts
dc.typeArtigo


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