The Role of Teleological Thinking in Learning the Darwinian Model of Evolution
Tóm tắt
Từ khóa
Tài liệu tham khảo
Allen C, Bekoff M, Lauder G. Nature’s purposes. Analyses of function and design in biology. Cambridge: MIT Press; 1998.
Alters B, Nelson C. Perspective: teaching evolution in higher education. Evolution. 2002;56:1891–901.
Anderson D, Fisher K, Norman G. Developement and Evaluation of the conceptual inventory of natural selection. J Res Sci Teach. 2002;25(10):952–78.
Astolfi J. El trabajo didáctico de los obstáculos, en el corazón de los aprendizajes científicos. Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas. 1994;12:206–16.
Astolfi J. Mots-Clés de la didactique des sciences, chapter 12. París: De Boeck & Larcier sa; 1997.
Astolfi J, Develay M. La didactique des sciences, chapter 2. Paris: Presses Universitaires de France; 1989. p. 2.
Atran S. Folk biology and the anthropology of science: cognitive universals and cultural particulars. Behav Brain Sci. 1998;21:547–69.
Atran S. Folk biology. In: Wilson RA, Keil FC, editors. The MIT encyclopedia of the cognitive sciences. Cambridge: MIT Press; 2001. p. 216–217.
Ayala F. The distinctness of biology. In: Weinert F, editor. Laws of nature: essays on the philosophical, scientific and historical dimensions. New York: Walter de Gruyter; 1995.
Ayala F. Teleological explanations versus teleology. Hist Philos Life Sci. 1998;20:41–50.
Ayala F. Adaptation and novelty: teleological explanations in evolutionary biology. Stud Hist Philos Biol Biomed Sci. 1999;21:3–33.
Bachelard G. La formation de l’esprit scientifique. Paris: Vrin; 1938.
Bardapurkar A. Do students see the “Selection” in organic evolution? A critical review of the causal structure of student explanations. Evol Educ Outreach. 2008;1:299–305.
Bartov H. Can student be taught to distinguish between teleological and causal explanations? J Res Sci Teach. 1978;15:567–72.
Bartov H. Teaching students to understand the advantages and disadvantages of teleological and anthropomorphic statements in biology. J Res Sci Teach. 1982;18:79–86.
Bishop B, Anderson C. Students conceptions of natural selection and its role in evolution. J Res Sci Teach. 1990;27(5):415–27.
Brumby, M. Student’s preceptions and learning styles associated with the concept of evolution by natural selection. Unpublished doctoral dissertation, University of Surrey, UK; 1979.
Brumby M. Misconceptions about the concept of natural selection by medical biology students. Sci Educ. 1980;68(4):493–503.
Caponi G. Darwin: entre Paley y Demócrito. História, Ciências, Saúde. Manguinhos. 2003;10:993–1023.
Dawkins R. Climbing mount improbable. Viking: Viking; 1996.
Dawkins R. Unweaving the rainbow. Science, delusion and the appetite for wonder, chapter 9. London: Penguin; 1998.
Dawkins R. The God delusion. New York: Houghton Mifflin; 2006.
Demastes S, Good R, Peebles P. Patterns of conceptual change in evolution. J Res Sci Teach. 1998;33(4):407–31.
Dennett D. The intentional stance, chapters 7 and 8. Cambridge: Bradford Books; 1987.
Dennett D. Darwin’s dangerous idea: evolution and the meanings of life, chapter 8. New York: Simon and Schuster; 1995.
Evans E. Cognitive and contextual factors in the emergence of diverse belief systems: creation vs evolution. Cogn Psychol. 2001;42:217–66.
Gené A. Cambio conceptual y metodológico en la enseñanza y el aprendizaje de la evolución de los seres vivos. Un ejemplo concreto. Enseñanza Cienc. 1991;9(1):22–7.
González Galli L, Revel Chion A, Meinardi E. Actividades centradas en obstáculos para enseñar el modelo de evolución por selección natural. Rev Educ Biol. 2008;11:52–5.
Hallden O. The evolution of species: pupil perspectivas and school perspectives. Int J Sci Educ. 1988;10:541–52.
Hull D, Ruse M, editors. The Cambridge companion to the philosophy of biology. Cambridge: Cambridge University Press; 2007.
Inagaky K, Hatano G. Vitalistic causality in young children’s naive biology. Trends Cogn Sci. 2004;8:356–80.
Jungwirth E. The problem of teleology in biology as a problem of biology-teacher education. J Biol Educ. 1975;9(6):243–6.
Kampourakis K, Zogza V. Student’s preconceptions about evolution: how accurate is the characterization as “Lamarckian” when considering the history of evolutionary thought? Sci Educ. 2007;17:393–422.
Kattmann U. Learning biology by means of anthropomorphic conception? In: Hammann M, Reiss M, Boulter C, Dale Tunnicliffe S, editors. Biology in context. Learning and teaching for the twenty-first century. London: Institute of Education, University of London; 2008. Keil F. The birth and nurturance of concepts by domain: the origins. p. 7–17.
Keil F. The birth and nurturance of concepts by domain: the origins of concepts of living things. In: Hirschfeld L, Gelman S, editors. Mapping the mind. Domain specificity in cognition and culture. Cambridge: Cambridge University Press; 1998. p. 234–254.
Kelemen D. Functions, goals and intentions: children’s teleological reasoning about objects. Trends Cogn Sci. 1999a;3:461–8.
Kelemen D. Counterintuition, existential anxiety, and religion as a by-product of the designing mind. Behav Brain Sci. 2004b;27:739–40.
Kelemen D, Rosset E. The human function compunction: teleological explanation in adults. Cognition. 2009;111:138–43.
Lennox J. Darwinism and Neodarwinism. In: Sarkar S, Plutynski A, editors. A companion to the philosophy of biology, chapter 5. Blackwell: Malden; 2008. p. 77–98.
Lennox J. Darwinism. In: Zalta E, editor. The Stanford encyclopedia of philosophy. Spring: Stanford; 2010. http://plato.stanford.edu/archives/spr2010/entries/darwinism/.
Lombrozo T, Carey S. Functional explanation and the function of explanation. Cognition. 2004;99:167–204.
Martin, M. An examination of students misconceptions in genetics. In: Helm H, Novak JP, editors. International Seminar on Misconceptions in Science and Mathematics. Cornell; 1983. pp. 218–225.
Martinand J. Connaître et transformer la matière. Berna: Peter Lang; 1986.
Mayr E. This is biology. The science of the living world, chapter 4. Cambridge: Harvard University Press; 1997.
Mayr E. Toward a new philosophy of biology. Observations of an evolutionist, chapter 1. Cambridge: Harvard University Press; 1998.
National Academy of Sciences and Institute of Medicine. Science, Evolution, and Creationism. Washington, D.C.: The National Academies Press; 2008.
Opfer JE. Life, liveliness, and living kinds: how young children think about the biological world [Review of Young children’s naive thinking about the biological world]. Int J Behav Dev. 2003;27:375–80.
Rosenberg A, McShea D. Philosophy of biology. A contemporary introduction. New York: Routledge; 2008.
Ruse M. Philosophy of biology. London: Hutchinson; 1973.
Ruse M. Teleology: yesterday, today, and tomorrow? Stud Hist Philos Biol Biomed Sci. 2000;31:213–32.
Ruse M. Charles Darwin, chapter 3. Oxford: Blackwell; 2007.
Settlage J. Conceptions of natural selection: a snapshot of the sense-making process. J Res Sci Teach. 1994;31(5):449–57.
Smith M. Counterpoint: belief, undestanding, and the teaching of evolution. J Res Sci Teach. 1994;31(5):591–7.
Sober E. Philosophy of biology, chapter 3. Oxford: Westview; 2000.
Talanquer V. On cognitive constrains and learning progressions: the case of “structure of matter”. Int J Sci Educ. 2009;31:2123–36.
Zohar A, Ginossar S. Lifting the taboo regarding teleology and anthropomorphism in biology education—heretical suggestions. Sci Educ. 1998;82:679–97.