Section I: Folk theories, conceptual and perceptual constraints. "Two-thousand years of stasis": how psychological essentialism impedes evolutionary understanding / Susan A. Gelman and Marjorie Rhodes -- Trees, fish, and other fictions: folk biological thought and its implications for understanding evolutionary biology / John D. Coley and Tara M. Muratore -- Cognitive constraints on the understanding and acceptance of evolution / Andrew Shtulman and Prassede Calabi -- Teleological minds: how natural intuitions about agency and purpose influence learning about evolution / Deborah Kelemen -- The promise and challenges of introducing tree thinking into evolution education / Kefyn M. Catley, Laura R. Novick, and Daniel J. Funk -- Narrative spaces in the representation and understanding of evolution / Camillia Matuk and David Uttal -- Misunderstanding emergent causal mechanism in natural selection / Michelene T. H. Chi, Agnieszka Kosminska Kristensen, and Rod D. Roscoe -- Encountering counterintuitive ideas: constructing a developmental learning progression for evolution understanding / E. Margaret Evans, Karl S. Rosengren, Jonathan D. Lane, and Kristin L. S. Price -- Commentary on section I: constrained learning: reframing the problem of evolution understanding and implications for science education / Karl S. Rosengren and E. Margaret Evans -- Section IIA: Epistemological issues. Model-based instruction: fostering change in evolutionary conceptions and in epistemic practices / Clark A. Chinn and Luke A. Buckland -- Why don't Americans accept evolution as much as people in peer nations do? A theory (reinforced theistic manifest destiny) and some pertinent evidence / Michael Andrew Ranney -- Heuristics and the counterintuitive in science and religion / Ryan D. Tweney -- Section IIB: Implementing education in evolution: formal education. Challenges and opportunities for teaching and designing effective K-12 evolution curricula / Paul M. Beardsley, Mark V. Bloom, and Sarah B. Wise -- Why don't undergraduates really "get" evolution? What can faculty do? / Craig E. Nelson -- An intentional approach to teaching evolution: making students aware of the factors influencing learning of microevolution and macroevolution / Sherry A. Southerland and Louis S. Nadelson -- Section IIC: Implementing education in evolution: informal education. Pattern and process: natural history museum exhibits on evolution / Judy Diamond and Patrick Kociolek -- Walking whales and singing flies: an evolution exhibit and assessment of its impact / Judy Diamond, E. Margaret Evans, and Amy N. Spiegel -- Making connections: evolution and the nature and process of science / Anna Thanukos and Judy Scotchmoor -- Commentary on Section II: bringing multiple levels of analysis to bear on evolution teaching and learning / Sarah K. Brem and Gale M. Sinatra.
This resource is supported by the Institute of Museum and Library Services under the provisions of the Library Services and Technology Act as administered by State Library of Iowa.