We present the case of Michael, a prospective high school biology teacher, to explore the implications of teacher resistance and avoidance to the topic of evolution. This case is drawn from a year-long qualitative research study that examined Michael's process of learning to teach high school biology and describes how his avoidance of evolution in…

We present a theoretical framework and a simplified simulation model for the co-evolution of knowledge and event memory, both termed SARKAE (Storing and Retrieving Knowledge and Events). Knowledge is formed through the accrual of individual events, a process that operates in tandem with the storage of individual event memories. In 2 studies, new…

Laboratory studies on a range of animals have identified a bias that seems to violate basic principles of rational behavior: A preference is shown for feeding options that previously provided food when reserves were low, even though another option had been found to give the same reward with less delay. The bias presents a challenge to normative…

A primary goal of university instruction is the students' demonstration of improved, highly developed critical thinking (CT) skills. However, how do faculty encourage CT and its potential concomitant increase in student workload without negatively impacting student perceptions of the course? In this investigation, an advanced biology course is…

The objective of this naturalistic study was to explore, model and visualise the learning progress of 13-year-old students in the domain of evolution theory. Data were collected under actual classroom conditions and with a sample size of 107 learners, which followed a teaching unit on Darwin's theory of natural selection. Before and after the…

Explores the conceptions of evolutionary processes held by a group of university students (n=126) before receiving instruction on evolution. Focuses on students' linguistic usage in order to speculate about the source of some of the conceptual problems students encounter in this area. (Contains 19 references.) (Author/YDS)

Investigates beliefs about evolution of students enrolled in an introductory biology course in a Midwest community college. Focuses on the changes in beliefs and their effects on academic achievement and creationist views. (YDS)