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Following Darwin’s footsteps: Evaluating the impact of an activity designed for elementary school students to link historically important evolution key concepts on their understanding of natural selection
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Orientador(es)
Resumo(s)
While several researchers have suggested that evolution should be explored from
the initial years of schooling, little information is available on effective resources to
enhance elementary school students’ level of understanding of evolution by natural
selection (LUENS). For the present study, we designed, implemented, and evaluated
an educational activity planned for fourth graders (9 to 10 years old) to explore
concepts and conceptual fields that were historically important for the discovery of
natural selection. Observation field notes and students’ productions were used to
analyze how the students explored the proposed activity. Additionally, an evaluation
framework consisting of a test, the evaluation criteria, and the scoring process was
applied in two fourth-grade
classes (N = 44) to estimate elementary school students’
LUENS before and after engaging in the activity. Our results show that our activity allowed
students to link the key concepts, resulting in a significant increase of their understanding
of natural selection. They also reveal that additional activities and minor
fine-tuning
of the present activity are required to further support students’ learning
about the concept of differential reproduction.
Descrição
Palavras-chave
conceptual fields evolution education history of science teleological thinking
Contexto Educativo
Citação
Sá-Pinto, X., Pinto, A., Ribeiro, J., Sarmento, I., Pessoa, P., Rodrigues, L. R., Vázquez-Ben, L., Mavrikaki, E., & Bernardino Lopes, J. (2021). Following Darwin’s footsteps: Evaluating the impact of an activity designed for elementary school students to link historically important evolution key concepts on their understanding of natural selection. Ecology and Evolution, 11, 12236–12250. https://doi.org/10.1002/ece3.7849
Editora
Wiley Open Access