{"title":"关于鸟类和蜜蜂、蜗牛和树木:儿童对动植物进化的看法","authors":"Isabell K. Adler, Daniela Fiedler, Ute Harms","doi":"10.1002/sce.21873","DOIUrl":null,"url":null,"abstract":"<p>Evolution is the integrative framework of the life sciences. Even though the topic is often not formally introduced before high school, young children already have various ideas about evolutionary principles (variation, inheritance, and selection) and their underlying key concepts (e.g., differential fitness, reproduction, and speciation). Describing and refining those ideas has increasingly received attention over the last two decades. However, we see two scopes of improvement in the field: (1) There is a need to examine children's ideas about evolutionary concepts holistically rather than focusing at specific aspects. (2) Although research has shown that older students have different ideas about animal and plant evolution, there is little data on children's ideas about plant evolution to compare with their ideas about animal evolution. All of this results in an incomplete record of children's pre-existing ideas that would help to design assessments or interventions. Consequently, we developed a set of questions, about the evolutionary principles and interviewed 24 kindergarten children. Most children had basic ideas about individual variation in animals and plants but experienced a lack of knowledge about the origin of variation. Most children seemed to acknowledge plants as living beings and reasoned equally about animals and plants for most concepts. However, many children failed to reason about reproduction and inheritance in plants because they believed plants would not reproduce sexually. Confronted with a selection scenario, most children struggled applying concepts previously shown on an individual level to a population level. Considering our findings, we propose ideas about how to measure and foster children's pre-existing ideas about evolution.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":null,"pages":null},"PeriodicalIF":3.1000,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21873","citationCount":"0","resultStr":"{\"title\":\"About birds and bees, snails and trees: Children's ideas on animal and plant evolution\",\"authors\":\"Isabell K. Adler, Daniela Fiedler, Ute Harms\",\"doi\":\"10.1002/sce.21873\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>Evolution is the integrative framework of the life sciences. Even though the topic is often not formally introduced before high school, young children already have various ideas about evolutionary principles (variation, inheritance, and selection) and their underlying key concepts (e.g., differential fitness, reproduction, and speciation). Describing and refining those ideas has increasingly received attention over the last two decades. However, we see two scopes of improvement in the field: (1) There is a need to examine children's ideas about evolutionary concepts holistically rather than focusing at specific aspects. (2) Although research has shown that older students have different ideas about animal and plant evolution, there is little data on children's ideas about plant evolution to compare with their ideas about animal evolution. All of this results in an incomplete record of children's pre-existing ideas that would help to design assessments or interventions. Consequently, we developed a set of questions, about the evolutionary principles and interviewed 24 kindergarten children. Most children had basic ideas about individual variation in animals and plants but experienced a lack of knowledge about the origin of variation. Most children seemed to acknowledge plants as living beings and reasoned equally about animals and plants for most concepts. However, many children failed to reason about reproduction and inheritance in plants because they believed plants would not reproduce sexually. Confronted with a selection scenario, most children struggled applying concepts previously shown on an individual level to a population level. Considering our findings, we propose ideas about how to measure and foster children's pre-existing ideas about evolution.</p>\",\"PeriodicalId\":771,\"journal\":{\"name\":\"Science & Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.1000,\"publicationDate\":\"2024-05-07\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21873\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Science & Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1002/sce.21873\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Science & Education","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/sce.21873","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
About birds and bees, snails and trees: Children's ideas on animal and plant evolution
Evolution is the integrative framework of the life sciences. Even though the topic is often not formally introduced before high school, young children already have various ideas about evolutionary principles (variation, inheritance, and selection) and their underlying key concepts (e.g., differential fitness, reproduction, and speciation). Describing and refining those ideas has increasingly received attention over the last two decades. However, we see two scopes of improvement in the field: (1) There is a need to examine children's ideas about evolutionary concepts holistically rather than focusing at specific aspects. (2) Although research has shown that older students have different ideas about animal and plant evolution, there is little data on children's ideas about plant evolution to compare with their ideas about animal evolution. All of this results in an incomplete record of children's pre-existing ideas that would help to design assessments or interventions. Consequently, we developed a set of questions, about the evolutionary principles and interviewed 24 kindergarten children. Most children had basic ideas about individual variation in animals and plants but experienced a lack of knowledge about the origin of variation. Most children seemed to acknowledge plants as living beings and reasoned equally about animals and plants for most concepts. However, many children failed to reason about reproduction and inheritance in plants because they believed plants would not reproduce sexually. Confronted with a selection scenario, most children struggled applying concepts previously shown on an individual level to a population level. Considering our findings, we propose ideas about how to measure and foster children's pre-existing ideas about evolution.
期刊介绍:
Science Education publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy and preparation of science teachers with the aim to advance our knowledge of science education theory and practice. In addition to original articles, the journal features the following special sections: -Learning : consisting of theoretical and empirical research studies on learning of science. We invite manuscripts that investigate learning and its change and growth from various lenses, including psychological, social, cognitive, sociohistorical, and affective. Studies examining the relationship of learning to teaching, the science knowledge and practices, the learners themselves, and the contexts (social, political, physical, ideological, institutional, epistemological, and cultural) are similarly welcome. -Issues and Trends : consisting primarily of analytical, interpretive, or persuasive essays on current educational, social, or philosophical issues and trends relevant to the teaching of science. This special section particularly seeks to promote informed dialogues about current issues in science education, and carefully reasoned papers representing disparate viewpoints are welcomed. Manuscripts submitted for this section may be in the form of a position paper, a polemical piece, or a creative commentary. -Science Learning in Everyday Life : consisting of analytical, interpretative, or philosophical papers regarding learning science outside of the formal classroom. Papers should investigate experiences in settings such as community, home, the Internet, after school settings, museums, and other opportunities that develop science interest, knowledge or practices across the life span. Attention to issues and factors relating to equity in science learning are especially encouraged.. -Science Teacher Education [...]