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  1. Misconceptions, conceptual pluralism, and conceptual toolkits: bringing the philosophy of science to the teaching of evolution.Thomas A. C. Reydon - 2021 - European Journal for Philosophy of Science 11 (2):1-23.
    This paper explores how work in the philosophy of science can be used when teaching scientific content to science students and when training future science teachers. I examine the debate on the concept of fitness in biology and in the philosophy of biology to show how conceptual pluralism constitutes a problem for the conceptual change model, and how philosophical work on conceptual clarification can be used to address that problem. The case of fitness exemplifies how the philosophy of science offers (...)
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  • Classifying Life, Reconstructing History and Teaching Diversity: Philosophical Issues in the Teaching of Biological Systematics and Biodiversity.Thomas A. C. Reydon - 2013 - Science & Education 22 (2):189-220.
  • The Relationships Between Paranormal Belief, Creationism, Intelligent Design and Evolution at Secondary Schools in Vienna.Erich Eder, Katharina Turic, Norbert Milasowszky, Katherine Van Adzin & Andreas Hergovich - 2011 - Science & Education 20 (5-6):517-534.
  • A Conceptual Characterization of Online Videos Explaining Natural Selection.Gustav Bohlin, Andreas Göransson, Gunnar E. Höst & Lena A. E. Tibell - 2017 - Science & Education 26 (7-9):975-999.
    Educational videos on the Internet comprise a vast and highly diverse source of information. Online search engines facilitate access to numerous videos claiming to explain natural selection, but little is known about the degree to which the video content match key evolutionary content identified as important in evolution education research. In this study, we therefore analyzed the content of 60 videos accessed through the Internet, using a criteria catalog with 38 operationalized variables derived from research literature. The variables were sorted (...)
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  • International Handbook of Research in History, Philosophy and Science Teaching.Michael R. Matthews (ed.) - 2014 - Springer.
    This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the (...)
  • Special Issue: Philosophical Considerations in the Teaching of Biology. Part II, Evolution, Development and Genetics.Kostas Kampourakis (ed.) - 2013 - Springer (Science & Education).