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Karl S. Rosengren is a Professor of Psychology at Northwestern University. He has published widely in the fields of cognitive and motor development. In his current research he examines cultural influences in the development of causal reasoning and how children acquire different types of beliefs. He is a fellow of APS.
Sarah K. Brem is an Associate Professor in the School of Social and Family Dynamics at Arizona State University. A cognitive scientist, her research focuses on public use and understanding of scientific and technical information. She is the recipient of a National Science Foundation Early Career Award.
E. Margaret Evans is an Associate Research Scientist at the Center for Human Growth and Development at the University of Michigan. Her research, funded by NSF and the Spencer Foundation, focuses on the cognitive and cultural factors influencing the developmental of scientific and religious concepts. In her current studies she investigates the emergence of developmental learning progressions for evolution as children and their parents encounter museum exhibitions on evolution.
Gale M. Sinatra is a Professor at the Rossier School of Education at the University of Southern California. She has served as an editor of Educational Psychologist and the Vice President of AERA's Division C, Learning and Instruction. She is a fellow of APA and AERA. Her research focuses on the role of emotions and motivation in reasoning about socio-scientific issues.
Table of Contents
|Folk Theories, Conceptual and Perceptual Constraints|
|"Two-Thousand Years of Stasis": How Psychological Essentialism Impedes Evolutionary Understanding||p. 3|
|Trees, Fish, and Other Fictions: Folk Biological Thought and Its Implications for Understanding Evolutionary Biology||p. 22|
|Cognitive Constraints on the Understanding and Acceptance of Evolution||p. 47|
|Teleological Minds: How Natural Intuitions about Agency and Purpose Influence Learning about Evolution||p. 66|
|The Promise and Challenges of Introducing Tree Thinking into Evolution Education||p. 93|
|Narrative Spaces in the Representation and Understanding of Evolution||p. 119|
|Misunderstanding Emergent Causal Mechanism in Natural Selection||p. 145|
|Encountering Counterintuitive Ideas: Constructing a Developmental Learning Progression for Evolution Understanding||p. 174|
|Commentary on Section I: Constrained Learning: Reframing the Problem of Evolution Understanding and Implications for Science Education||p. 200|
|Model-Based Instruction: Fostering Change in Evolutionary Conceptions and in Epistemic Practices||p. 211|
|Why Don't Americans Accept Evolution as Much as People in Peer Nations Do? A Theory (Reinforced Theistic Manifest Destiny) and Some Pertinent Evidence||p. 233|
|Heuristics and the Counterintuitive in Science and Religion||p. 270|
|Implementing Education in Evolution: Formal Education|
|Challenges and Opportunities for Teaching and Designing Effective K-12 Evolution Curricula||p. 287|
|Why Don't Undergraduates Really "Get" Evolution? What Can Faculty Do?||p. 311|
|An Intentional Approach to Teaching Evolution: Making Students Aware of the Factors Influencing Learning of Microevolution and Macroevolution||p. 348|
|Implementing Education in Evolution: Informal Education|
|Pattern and Process: Natural History Museum Exhibits on Evolution||p. 375|
|Walking Whales and Singing Flies: An Evolution Exhibit and Assessment of Its Impact||p. 389|
|Making Connections: Evolution and the Nature and Process of Science||p. 410|
|Commentary on Section II: Bringing Multiple Levels of Analysis to Bear on Evolution Teaching and Learning||p. 428|
|Author Index||p. 443|
|Subject Index||p. 453|
|Table of Contents provided by Ingram. All Rights Reserved.|