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  1. Kostas Kampourakis (2014). Distorting the History of Evolutionary Thought in Conceptual Development Research. Cognitive Science 38 (8):n/a-n/a.
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  2. Kostas Kampourakis (2014). The Need for Interdisciplinary Dialog in Evolution Education: A Comment on the Responses by Ware & Gelman and Shtulman. Cognitive Science 38 (8).
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  3. Kostas Kampourakis (2014). Teaching the Nature of Science: An Authoritative and Insightful but Non-Empirical Approach. Metascience 23 (3):589-592.
    Teaching 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 contributes to understanding NOS. However, an appropriate selection (...)
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  4. Kostas Kampourakis (2014). Understanding Evolution. Cambridge University Press.
    In all the examples of evolution described above, a simple process always takes place: selection from within an available set of variants. This, of course, is not the only mechanism by which evolution proceeds, but it is an important one and ...
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  5. Kostas Kampourakis & Ross H. Nehm (2014). History and Philosophy of Science and the Teaching of Evolution: Students’ Conceptions and Explanations. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. 377-399.
    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 student ideas (preconceptions and misconceptions). In addition, although several (...)
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  6. Ross H. Nehm & Kostas Kampourakis (2014). History and Philosophy of Science and the Teaching of Macroevolution. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. 401-421.
    Although macroevolution has been the subject of sustained attention in the history and philosophy of science (HPS) community, only in recent years have science educators begun to more fully engage with the topic. This chapter first explores how science educators have conceptualized macroevolution and how their perspectives align with the views from HPS. Second, it illustrates how science educators’ limited engagement with HPS scholarship on macroevolution has influenced construct delineation, measurement instrument development, and educational arguments about which aspects of macroevolution (...)
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  7. Kostas Kampourakis (2013). Mendel and the Path to Genetics: Portraying Science as a Social Process. [REVIEW] Science and Education 22 (2):293-324.
    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 theories of heredity under an evolutionary perspective, (...)
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  8. Kostas Kampourakis (ed.) (2013). Special Issue: Philosophical Considerations in the Teaching of Biology. Part I, Philosophy of Biology and Biological Explanation. Springer (Science & Education).
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  9. Kostas Kampourakis (ed.) (2013). Special Issue: Philosophical Considerations in the Teaching of Biology. Part II, Evolution, Development and Genetics. Springer (Science & Education).
  10. Kostas Kampourakis (2013). Teaching About Adaptation: Why Evolutionary History Matters. [REVIEW] Science and Education 22 (2):173-188.
    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 is a philosophical one and focuses on (...)
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  11. Kostas Kampourakis (ed.) (2013). The Philosophy of Biology: A Companion for Educators. Springer.
    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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  12. Kostas Kampourakis & William McComas (2010). Charles Darwin and Evolution: Illustrating Human Aspects of Science. [REVIEW] Science and Education 19 (6-8):637-654.
    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 creativity, social influences and subjectivity. To illustrate (...)
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  13. David Rudge & Kostas Kampourakis (eds.) (2010). Special Issue: Darwin and Darwinism. Part One: Historical, Philosophical and Cultural Studies. Springer (Science & Education).
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  14. David Rudge & Kostas Kampourakis (eds.) (2010). Special Issue: Darwin and Darwinism. Part Two: Pedagogical Studies. Springer (Science & Education).
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  15. Kostas Kampourakis & Vasso Zogza (2008). Students' Intuitive Explanations of the Causes of Homologies and Adaptations. Science and Education 17 (1):27-47.
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  16. Kostas Kampourakis & Vasso Zogza (2007). Students' Preconceptions About Evolution: How Accurate is the Characterization as “Lamarckian” When Considering the History of Evolutionary Thought? Science and Education 16 (3-5):393-422.
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