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The effect of teaching the nature of science on students' acceptance and understanding of evolution: myth or reality?

Authordc.contributor.authorCofre, Hernan 
Authordc.contributor.authorSantibáñez, David 
Authordc.contributor.authorJiménez, Juan 
Authordc.contributor.authorSpotorno Oyarzún, Ángel 
Authordc.contributor.authorCarmona, Francisca 
Authordc.contributor.authorNavarrete, Kasandra 
Authordc.contributor.authorVergara, Claudia 
Admission datedc.date.accessioned2018-11-27T12:19:36Z
Available datedc.date.available2018-11-27T12:19:36Z
Publication datedc.date.issued2018
Cita de ítemdc.identifier.citationJournal of Biological Education 52(3) 2018 248-26 p.es_ES
Identifierdc.identifier.issn0021-9266
Identifierdc.identifier.other10.1080/00219266.2017.1326968
Identifierdc.identifier.urihttp://repositorio.uchile.cl/handle/2250/152941
Abstractdc.description.abstractThe results of studies of the nature of science (NOS) as a factor that enhances students' understanding of evolution have been inconclusive. Therefore, the main purpose of this study was to test the role of NOS instruction in enhancing students' learning about evolution. We used a quasi-experimental design with pre- and post-tests to investigate the impact of teaching evolution with and without NOS in two classes with 15-16-year-old students, who were randomly assigned to these two classes. To measure their understanding of NOS and their acceptance and understanding of evolution, we used three different instruments that have been shown to generate reliable and valid inferences in comparable populations. The main results of this study were that, in the class in which the teaching of evolution included NOS instruction, the students' understanding of NOS and their acceptance of evolution significantly improved. However, irrespective of the use of NOS instruction, both classes increased their understanding of evolution. These results support the claim that NOS instruction may influence students' acceptance of evolution but not their understanding of evolution and natural selection.es_ES
Patrocinadordc.description.sponsorshipEntidad financiadora: Chilean National Fund for Scientific and Technologic Development (FONDECYT) - 1131029.es_ES
Lenguagedc.language.isoenes_ES
Publisherdc.publisherTaylor & Francises_ES
Type of licensedc.rightsAttribution-NonCommercial-NoDerivs 3.0 Chile*
Link to Licensedc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/cl/*
Sourcedc.sourceJournal of Biological Educationes_ES
Keywordsdc.subjectnature of sciencees_ES
Keywordsdc.subjectacceptance of evolutiones_ES
Keywordsdc.subjectunderstanding of evolutiones_ES
Keywordsdc.subjectnatural selectiones_ES
Títulodc.titleThe effect of teaching the nature of science on students' acceptance and understanding of evolution: myth or reality?es_ES
Document typedc.typeArtículo de revistaes_ES
Catalogueruchile.catalogadorrvhes_ES
Indexationuchile.indexArtículo de publicación ISIes_ES


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Attribution-NonCommercial-NoDerivs 3.0 Chile
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivs 3.0 Chile