|Folk Theories, Conceptual and Perceptual Constraints|
|"Two-Thousand Years of Stasis": How Psychological Essentialism Impedes Evolutionary Understanding||p. 3|
|Trees, Fish, and Other Fictions: Folk Biological Thought and Its Implications for Understanding Evolutionary Biology||p. 22|
|Cognitive Constraints on the Understanding and Acceptance of Evolution||p. 47|
|Teleological Minds: How Natural Intuitions about Agency and Purpose Influence Learning about Evolution||p. 66|
|The Promise and Challenges of Introducing Tree Thinking into Evolution Education||p. 93|
|Narrative Spaces in the Representation and Understanding of Evolution||p. 119|
|Misunderstanding Emergent Causal Mechanism in Natural Selection||p. 145|
|Encountering Counterintuitive Ideas: Constructing a Developmental Learning Progression for Evolution Understanding||p. 174|
|Commentary on Section I: Constrained Learning: Reframing the Problem of Evolution Understanding and Implications for Science Education||p. 200|
|Model-Based Instruction: Fostering Change in Evolutionary Conceptions and in Epistemic Practices||p. 211|
|Why Don't Americans Accept Evolution as Much as People in Peer Nations Do? A Theory (Reinforced Theistic Manifest Destiny) and Some Pertinent Evidence||p. 233|
|Heuristics and the Counterintuitive in Science and Religion||p. 270|
|Implementing Education in Evolution: Formal Education|
|Challenges and Opportunities for Teaching and Designing Effective K-12 Evolution Curricula||p. 287|
|Why Don't Undergraduates Really "Get" Evolution? What Can Faculty Do?||p. 311|
|An Intentional Approach to Teaching Evolution: Making Students Aware of the Factors Influencing Learning of Microevolution and Macroevolution||p. 348|
|Implementing Education in Evolution: Informal Education|
|Pattern and Process: Natural History Museum Exhibits on Evolution||p. 375|
|Walking Whales and Singing Flies: An Evolution Exhibit and Assessment of Its Impact||p. 389|
|Making Connections: Evolution and the Nature and Process of Science||p. 410|
|Commentary on Section II: Bringing Multiple Levels of Analysis to Bear on Evolution Teaching and Learning||p. 428|
|Author Index||p. 443|
|Subject Index||p. 453|
|Table of Contents provided by Ingram. All Rights Reserved.|
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