“It is not the CO2 itself, it’s the imbalance!”: Conceptual reconstruction of the carbon cycle in global warming
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“It is not the CO2 itself, it’s the imbalance!” : Conceptual reconstruction of the carbon cycle in global warming. / Niebert, Kai; Gropengießer, Harald.
Authenticity in Biology Education: Benefits and Challenges; A selection of papers presented at the VIII th conference of European Researchers in Didactics of Biology (ERIDOB) 13-17 July 2010 University of Minho, Braga, Portugal . ed. / Anat Yarden; Graça S Carvalho. Braga : CIEC, Universidade do Minho, 2011. p. 339-352.Research output: Contributions to collected editions/works › Article in conference proceedings › Research
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TY - CHAP
T1 - “It is not the CO2 itself, it’s the imbalance!”
T2 - Conceptual reconstruction of the carbon cycle in global warming
AU - Niebert, Kai
AU - Gropengießer, Harald
PY - 2011
Y1 - 2011
N2 - The identification of teachers’ conceptions about evolution is important because it enables understanding, for example, how they cope with issues related to the creationism versus evolution conflict inside the classroom. This work was developed within the framework of the European project BIOHEAD-CITIZEN, which considers that scientific knowledge and teachers’ attitudes and values can influence teaching practices. A questionnaire was designed for 19 countries in Europe, Africa and the Middle East. This current paper extends the BIOHEAD-CITIZEN project to a South American country, Brazil, aiming to assess the evolutionist and creationist conceptions of six groups of in-service and future teachers. The questions on evolution were worked out as dependent variables and multivariate analysis was carried out. The results agree with previous results obtained from 12 other countries, in that in-service and future biology teachers give more importance to natural selection and the evolutionary process than other groups of teachers. Compared with those countries, however, the total Brazilian sample shows a higher percentage of creationist conceptions, particularly for Brazilian biology teachers and future teachers. As discussed herein, this may not be an obstacle to teaching evolution as these teachers accept both creationism and evolutionism concomitantly.
AB - The identification of teachers’ conceptions about evolution is important because it enables understanding, for example, how they cope with issues related to the creationism versus evolution conflict inside the classroom. This work was developed within the framework of the European project BIOHEAD-CITIZEN, which considers that scientific knowledge and teachers’ attitudes and values can influence teaching practices. A questionnaire was designed for 19 countries in Europe, Africa and the Middle East. This current paper extends the BIOHEAD-CITIZEN project to a South American country, Brazil, aiming to assess the evolutionist and creationist conceptions of six groups of in-service and future teachers. The questions on evolution were worked out as dependent variables and multivariate analysis was carried out. The results agree with previous results obtained from 12 other countries, in that in-service and future biology teachers give more importance to natural selection and the evolutionary process than other groups of teachers. Compared with those countries, however, the total Brazilian sample shows a higher percentage of creationist conceptions, particularly for Brazilian biology teachers and future teachers. As discussed herein, this may not be an obstacle to teaching evolution as these teachers accept both creationism and evolutionism concomitantly.
KW - Didactics of sciences education
M3 - Article in conference proceedings
SN - 978-972-8952-19-8
SP - 339
EP - 352
BT - Authenticity in Biology Education
A2 - Yarden, Anat
A2 - Carvalho, Graça S
PB - CIEC, Universidade do Minho
CY - Braga
ER -