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  1.  18
    Understanding Evolution.Kostas Kampourakis - 2014 - Cambridge, UK: Cambridge University Press.
    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 the structure of evolutionary explanations, it clarifies both what (...)
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  2.  26
    Uncertainty: How It Makes Science Advance.Kostas Kampourakis & Kevin McCain - 2019 - Oxford University Press.
    Scientific knowledge is the most solid and robust kind of knowledge that humans have because of its inherent self-correcting character. Nevertheless, anti-evolutionists, climate denialists, and anti-vaxxers, among others, question some of the best-established scientific findings, making claims unsupported by empirical evidence. A common aspect of these claims is reference to the uncertainties of science concerning evolution, climate change, vaccination, and so on. This is inaccurate: whereas the broad picture is clear, there will always exist uncertainties about the details of the (...)
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  3.  5
    Philosophy of Science for Biologists.Kostas Kampourakis & Tobias Uller (eds.) - 2020 - Cambridge University Press.
    Biologists rely on theories, apply models and construct explanations, but rarely reflect on their nature and structure. This book introduces key topics in philosophy of science to provide the required philosophical background for this kind of reflection, which is an important part of all aspects of research and communication in biology. It concisely and accessibly addresses fundamental questions such as: Why should biologists care about philosophy of science? How do concepts contribute to scientific advancement? What is the nature of scientific (...)
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  4.  8
    Making Sense of Genes.Kostas Kampourakis - 2017 - Cambridge, UK: Cambridge University Press.
    What are genes? What do genes do? These seemingly simple questions are in fact challenging to answer accurately. As a result, there are widespread misunderstandings and over-simplistic answers, which lead to common conceptions widely portrayed in the media, such as the existence of a gene 'for' a particular characteristic or disease. In reality, the DNA we inherit interacts continuously with the environment and functions differently as we age. What our parents hand down to us is just the beginning of our (...)
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  5.  26
    Mendel and the Path to Genetics: Portraying Science as a Social Process.Kostas Kampourakis - 2013 - Science & 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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  6.  77
    The Philosophy of Biology: A Companion for Educators.Kostas Kampourakis (ed.) - 2013 - 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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  7.  58
    Students’ Preconceptions About Evolution: How Accurate is the Characterization as “Lamarckian” When Considering the History of Evolutionary Thought?Kostas Kampourakis & Vasso Zogza - 2007 - Science & Education 16 (3-5):393-422.
    In this paper, the main points of Lamarck’s and Darwin’s theoretical conceptual schemes about evolution are compared to those derived from 15 years old students’ explanations of evolutionary episodes. We suggest that secondary students’ preconceptions should not be characterized as “Lamarckian”, because they are essentially different from the ideas that Lamarck himself possessed. Most students in our research believed that needs directly impose changes on animal bodies in order to survive in a given environment and accepted the possibility of extinction (...)
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  8.  21
    Students’ Intuitive Explanations of the Causes of Homologies and Adaptations.Kostas Kampourakis & Vasso Zogza - 2008 - Science & Education 17 (1):27-47.
  9.  17
    Charles Darwin and Evolution: Illustrating Human Aspects of Science. [REVIEW]Kostas Kampourakis & William F. McComas - 2010 - Science & 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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  10.  11
    Mendelian Genetics as a Platform for Teaching About Nature of Science and Scientific Inquiry: The Value of Textbooks.Megan F. Campanile, Norman G. Lederman & Kostas Kampourakis - 2015 - Science & Education 24 (1-2):205-225.
  11.  7
    Preliminary Evolutionary Explanations: A Basic Framework for Conceptual Change and Explanatory Coherence in Evolution.Kostas Kampourakis & Vasso Zogza - 2009 - Science & Education 18 (10):1313-1340.
  12.  45
    History and Philosophy of Science and the Teaching of Evolution: Students’ Conceptions and Explanations.Kostas Kampourakis & Ross H. Nehm - 2014 - In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 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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  13.  13
    The) Nature(s) of Science(s) and (the) Scientific Method(S.Kostas Kampourakis - 2016 - Science & Education 25 (1-2):1-2.
  14.  20
    Teaching About Adaptation: Why Evolutionary History Matters. [REVIEW]Kostas Kampourakis - 2013 - Science & 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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  15.  5
    Science, Society, and Scientific Literacy.Kostas Kampourakis - 2019 - Science & Education 28 (6-7):603-604.
  16.  9
    History and Philosophy of Science Courses for Science Students.Kostas Kampourakis - 2017 - Science & Education 26 (6):611-612.
  17.  8
    Science Teaching in University Science Departments.Kostas Kampourakis - 2017 - Science & Education 26 (3-4):201-203.
  18.  11
    Empirical Philosophy of Science.Kostas Kampourakis - 2019 - Science & Education 28 (1-2):1-3.
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  19.  9
    There is More to Evolution Than Just Natural Selection.Kostas Kampourakis - 2016 - Science & Education 25 (1-2):229-234.
  20.  24
    Reconsidering the Meaning of Concepts in Biology: Why Distinctions Are So Important.Kostas Kampourakis & Florian Stern - 2018 - Bioessays 40 (11):1800148.
    Concepts have a central and important place in science, therefore, it is important that their meanings are always made clear. However, such clarity does not always exist, even in the case of such fundamental biological concepts as “gene” and “adaptation.” A quick look at textbooks reveals that different meanings may be attributed to the same concept, even within the same textbook, without explicitly discussing the differences of those meanings. This can be misleading, and mask important conceptual differences. Therefore, the differences (...)
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  21.  6
    The Bad Use of Metaphors and the Use of Bad Metaphors.Kostas Kampourakis - 2016 - Science & Education 25 (9-10):947-949.
  22.  12
    Genetics and Society—Educating Scientifically Literate Citizens: Introduction to the Thematic Issue.Kostas Kampourakis, Thomas A. C. Reydon, George P. Patrinos & Bruno J. Strasser - 2014 - Science & Education 23 (2):251-258.
  23.  9
    Distorting the History of Evolutionary Thought in Conceptual Development Research.Kostas Kampourakis - 2015 - Cognitive Science 39 (4):833-837.
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  24.  6
    The Need for Interdisciplinary Dialog in Evolution Education: A Comment on the Responses by Ware & Gelman and Shtulman.Kostas Kampourakis - 2015 - Cognitive Science 39 (4):846-848.
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  25.  2
    Science and Uncertainty.Kostas Kampourakis - 2018 - Science & Education 27 (9-10):829-830.
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  26.  2
    On the Meaning of Concepts in Science Education.Kostas Kampourakis - 2018 - Science & Education 27 (7-8):591-592.
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  27.  10
    Philosophical Considerations in the Teaching of Biology: Introduction to Part I—Philosophy of Biology and Biological Explanation.Kostas Kampourakis - 2013 - Science & Education 22 (1):1-3.
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  28.  5
    Philosophical Considerations in the Teaching of Biology: Introduction to Part II—Evolution, Development and Genetics.Kostas Kampourakis - 2013 - Science & Education 22 (2):143-147.
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  29.  2
    Michel Morange: The Black Box of Biology: A History of the Molecular Revolution, Cambridge, MA: Harvard University Press, 2020.Kostas Kampourakis - 2022 - History and Philosophy of the Life Sciences 44 (1):1-4.
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  30. A (Really Useful) Companion to the History of Science.Kostas Kampourakis - 2019 - Science & Education 28 (6-7):823-825.
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  31. Learn the Map, or How to Use It?Kostas Kampourakis - 2016 - Science & Education 25 (5-6):471-472.
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  32. Special Issue: Philosophical Considerations in the Teaching of Biology. Part I, Philosophy of Biology and Biological Explanation.Kostas Kampourakis (ed.) - 2013 - Springer (Science & Education).
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  33.  56
    Special Issue: Philosophical Considerations in the Teaching of Biology. Part II, Evolution, Development and Genetics.Kostas Kampourakis (ed.) - 2013 - Springer (Science & Education).
  34.  12
    Turning Points: How Critical Events Have Driven Human Evolution, Life, and Development.Kostas Kampourakis - 2018 - Amherst, NY, USA: Prometheus Books.
    An accessible introduction to core concepts in evolution for lay readers, which shows that random events have played a critical role in the development of life -/- Critical historical events–or “turning points”–have shaped evolution and continue to have a decisive effect on individual lives. This theme is explored and explained in this lucid, accessible book for lay readers. The author argues that, although evolution is the result of unpredictable events, these events have profound influences on subsequent developments. Life is thus (...)
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  35. Special Issue: Darwin and Darwinism. Part One: Historical, Philosophical and Cultural Studies.David Rudge & Kostas Kampourakis (eds.) - 2010 - Springer (Science & Education).
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  36. Special Issue: Darwin and Darwinism. Part Two: Pedagogical Studies.David Rudge & Kostas Kampourakis (eds.) - 2010 - Springer (Science & Education).
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  37.  18
    Can There Be a Theory of Development?: Allessandro Minelli and Thomas Pradeu : Towards a Theory of Development. Oxford: Oxford University Press, 2014, 304pp, £37.50 PB, £75.00 HB.Kostas Kampourakis - 2015 - Metascience 24 (2):199-203.
    When 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 ever. For example, it is (...)
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  38.  8
    Eve-Marie Engels and Thomas F. Glick : The Reception of Charles Darwin in Europe.Kostas Kampourakis - 2012 - Science & Education 21 (7):1035-1038.
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  39.  7
    Superstition and Science: Derek Wilson: Superstition and Science: Mystics, Sceptics, Truth-Seekers and Charlatans. London: Robinson, 2017, 320pp, £14.99 PB.Kostas Kampourakis - 2018 - Metascience 27 (2):313-316.
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  40.  7
    The “HPS Dimension” of Science Education Articles.Kostas Kampourakis - 2017 - Science & Education 26 (1-2):1-2.
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  41.  6
    Human Nature From Multiple Perspectives.Kostas Kampourakis - 2018 - Science and Education: Academic Journal of Ushynsky University 27 (1-2):243-244.
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  42.  3
    Farewell.Kostas Kampourakis - 2019 - Science & Education 28 (9-10):983-984.
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  43.  8
    Teaching the Nature of Science: An Authoritative and Insightful but Non-Empirical Approach: Douglas Allchin: Teaching the Nature of Science: Perspectives and Resources. Saint Paul, MN: SHiPS Education Press, 2013, Xiii+310pp, $40.00 PB.Kostas Kampourakis - 2014 - 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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  44.  4
    Michael Ruse : The Oxford Handbook of Philosophy of Biology.Kostas Kampourakis - 2013 - Science & Education 22 (2):377-379.
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  45.  4
    Philosophical Considerations in the Teaching of Biology: Acknowledgement of Reviewers.Kostas Kampourakis - 2013 - Science & Education 22 (2):375-376.
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  46.  4
    The Paradigmatic Mendel at the Sesquicentennial of “Versuche Über Pflantzen-Hybriden”: Introduction to the Thematic Issue.Erik L. Peterson & Kostas Kampourakis - 2015 - Science & Education 24 (1-2):1-8.
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  47.  4
    Darwin and Darwinism: An Introduction.David W. Rudge & Kostas Kampourakis - 2010 - Science & Education 19 (4-5):319-321.
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  48.  2
    E Ugene E Arshaw -W Hyte, Modelling Evolution: A New Dynamic Account, New York: Routledge, 2018, 145 Pp, £105.00. [REVIEW]Kostas Kampourakis - 2020 - History and Philosophy of the Life Sciences 42 (1):7.
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  49.  5
    Peer Review and Darwinian Selection.Charbel El-Hani, Alice Wong, Ross Nehm & Kostas Kampourakis - 2015 - Science & Education 24 (9-10):1055-1057.
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  50.  3
    R. Duschl, H. Schweingruber, and A. Shouse: Taking Science to School: Learning and Teaching in Grades K-8.Kostas Kampourakis - 2013 - Science & Education 22 (5):1265-1266.
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