About: History and Philosophy of Science and the Teaching of Macroevolution

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An Entity of Type : schema:ScholarlyArticle, within Data Space : covidontheweb.inria.fr associated with source document(s)

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type	Academic Article research paper schema:ScholarlyArticle
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has title	History and Philosophy of Science and the Teaching of Macroevolution
topic	covid:4553719d9cc0e6eba38d4863dec0dfa48893595e#this
Source	PMC
abstract	Although macroevolution has been the subject of sustained attention in the history and philosophy of science (HPS) community, only in recent years have science educators begun to more fully engage with the topic. This chapter first explores how science educators have conceptualized macroevolution and how their perspectives align with the views from HPS. Second, it illustrates how science educators’ limited engagement with HPS scholarship on macroevolution has influenced construct delineation, measurement instrument development, and educational arguments about which aspects of macroevolution are most important for students to learn. Third, it discusses how scientific debates about the causal factors responsible for macroevolutionary patterns have been exploited by creationists and have impacted the teaching of evolution. Finally, it emphasizes that the rich perspectives that HPS has to offer on the important topic of macroevolution have yet to be integrated into science education scholarship.
has issue date	2014-06-04(xsd:dateTime)
bibo:doi	10.1007/978-94-007-7654-8_14
has license	no-cc
sha1sum (hex)	4553719d9cc0e6eba38d4863dec0dfa48893595e
schema:url	https://doi.org/10.1007/978-94-007-7654-8_14
resource representing a document's title	History and Philosophy of Science and the Teaching of Macroevolution
has PubMed Central identifier	PMC7122890
schema:publication	International Handbook of Research in History, Philosophy and Science Teaching
resource representing a document's body	covid:4553719d9cc0e6eba38d4863dec0dfa48893595e#body_text
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