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3Michael Ruse (Ed.) The Cambridge Encyclopedia of Darwin and Evolutionary ThoughtScience & Education 23 (3): 711-714. 2014.
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6The Paradigmatic Mendel at the Sesquicentennial of “Versuche über Pflantzen-Hybriden”: Introduction to the Thematic IssueScience & Education 24 (1-2): 1-8. 2015.
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8R. Duschl, H. Schweingruber, and A. Shouse: Taking Science to School: Learning and Teaching in Grades K-8Science & Education 22 (5): 1265-1266. 2013.
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10Eve-Marie Engels and Thomas F. Glick : The Reception of Charles Darwin in EuropeScience & Education 21 (7): 1035-1038. 2012.
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5Michael Ruse : The Oxford Handbook of Philosophy of BiologyScience & Education 22 (2): 377-379. 2013.
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13Philosophical Considerations in the Teaching of Biology: Introduction to Part I—Philosophy of Biology and Biological ExplanationScience & Education 22 (1): 1-3. 2013.
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6Philosophical Considerations in the Teaching of Biology: Acknowledgement of ReviewersScience & Education 22 (2): 375-376. 2013.
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8Philosophical Considerations in the Teaching of Biology: Introduction to Part II—Evolution, Development and GeneticsScience & Education 22 (2): 143-147. 2013.
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17Preliminary Evolutionary Explanations: A Basic Framework for Conceptual Change and Explanatory Coherence in EvolutionScience & Education 18 (10): 1313-1340. 2009.
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6Jim Endersby : Charles Darwin: On the Origin of SpeciesScience & Education 19 (6-8): 827-831. 2010.
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68Special Issue: Philosophical Considerations in the Teaching of Biology. Part II, Evolution, Development and Genetics (edited book)Springer (Science & Education). 2013.
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11Special issue: Darwin and Darwinism. Part One: Historical, Philosophical and Cultural Studies (edited book)Springer (Science & Education). 2010.
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29Charles Darwin and Evolution: Illustrating Human Aspects of Science (review)Science & Education 19 (6-8): 637-654. 2010.Recently, the nature of science (NOS) has become recognized as an important element within the K-12 science curriculum. Despite differences in the ultimate lists of recommended aspects, a consensus is emerging on what specific NOS elements should be the focus of science instruction and inform textbook writers and curriculum developers. In this article, we suggest a contextualized, explicit approach addressing one core NOS aspect: the human aspects of science that include the domains of creativit…Read more
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53History and Philosophy of Science and the Teaching of Evolution: Students’ Conceptions and ExplanationsIn Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching, Springer. pp. 377-399. 2014.A large body of work in science education indicates that evolution is one of the least understood and accepted scientific theories. Although scholarship from the history and philosophy of science (HPS) has shed light on many conceptual and pedagogical issues in evolution education, HPS-informed studies of evolution education are also characterized by conceptual weaknesses. In this chapter, we critically review such studies and find that some work lacks historically accurate characterizations of …Read more
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30Teaching About Adaptation: Why Evolutionary History Matters (review)Science & Education 22 (2): 173-188. 2013.Adaptation is one of the central concepts in evolutionary theory, which nonetheless has been given different definitions. Some scholars support a historical definition of adaptation, considering it as a trait that is the outcome of natural selection, whereas others support an ahistorical definition, considering it as a trait that contributes to the survival and reproduction of its possessors. Finally, adaptation has been defined as a process, as well. Consequently, two questions arise: the first…Read more
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9Special Issue: Darwin and Darwinism. Part Two: Pedagogical Studies (edited book)Springer (Science & Education). 2010.
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38Mendel and the Path to Genetics: Portraying Science as a Social ProcessScience & Education 22 (2): 293-324. 2013.Textbook descriptions of the foundations of Genetics give the impression that besides Mendel’s no other research on heredity took place during the nineteenth century. However, the publication of the Origin of Species in 1859, and the criticism that it received, placed the study of heredity at the centre of biological thought. Consequently, Herbert Spencer, Charles Darwin himself, Francis Galton, William Keith Brooks, Carl von Nägeli, August Weismann, and Hugo de Vries attempted to develop theori…Read more
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8The Need for Interdisciplinary Dialog in Evolution Education: A Comment on the Responses by Ware & Gelman and ShtulmanCognitive Science 39 (4): 846-848. 2015.
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90The Philosophy of Biology: a Companion for Educators (edited book)Springer. 2013.This book presents analyses of philosophical topics of importance to biology education. It is intended foremost for biology educators and teachers, and aims to show how philosophy of science in general, and philosophy of biology in particular, ...
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21When I was an undergraduate student in biology, about twenty years ago, developmental biology was relatively absent in my curriculum. There were some elements of developmental biology in the zoology and botany courses, but one had to take two elective courses, Embryology and Molecular Biology of Development, in order to learn more. Fortunately, curricula have changed nowadays and for good reasons. The study of developmental processes is crucial for our understanding of life, perhaps more than ev…Read more
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116Special Issue: Philosophical Considerations in the Teaching of Biology. Part I, Philosophy of Biology and Biological Explanation (edited book)Springer (Science & Education). 2013.
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20Teaching about Nature of Science (hereafter NOS) has been considered an important element of science education for the past 20 years, at least at the academic level—what teachers actually teach in classrooms is, unfortunately, another story. Generally speaking, science educators have come to a consensus that the history and philosophy of science (hereafter HPS) can provide useful insights, under certain conditions, for this purpose. This does not mean that any HPS teaching necessarily contribute…Read more
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38Understanding EvolutionCambridge University Press. 2014.Current books on evolutionary theory all seem to take for granted the fact that students find evolution easy to understand when actually, from a psychological perspective, it is a rather counterintuitive idea. Evolutionary theory, like all scientific theories, is a means to understanding the natural world. Understanding Evolution is intended for undergraduate students in the life sciences, biology teachers or anyone wanting a basic introduction to evolutionary theory. Covering core concepts and …Read more
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15Distorting the History of Evolutionary Thought in Conceptual Development ResearchCognitive Science 39 (4): 833-837. 2015.