| dc.contributor.advisor | Schauble, Leona | |
| dc.contributor.author | Chaney, Ruth-Decker | |
| dc.date.accessioned | 2013-05-10T21:05:00Z | |
| dc.date.available | 2013-05-10T21:05:00Z | |
| dc.date.issued | 2013-05-10 | |
| dc.identifier.uri | http://hdl.handle.net/1803/5212 | |
| dc.description | Teaching and Learning Department Capstone Project | en_US |
| dc.description.abstract | This paper is a discussion of the intuitive biological thought processes that interfere with the understanding of evolution, mainly essentialism and teleology. I compare the aspects of these thought processes with Darwin’s logic progression for his conclusion of the mechanism of evolution, natural selection, as stated in Mayr (1982). I also include the applicable parts of the Evolutionary Synthesis (Futuyma, 2005). There are teaching recommendations suggested by the literature in this paper as well as a list of resources available to the public. | en_US |
| dc.language.iso | en_US | en_US |
| dc.subject | science education, evolution, misconceptions | en_US |
| dc.subject.lcsh | Evolution (Biology) -- Study and teaching | en_US |
| dc.title | Understanding Evolution: Why is it so hard, and what can educators do? | en_US |
| dc.type | Capstone | en_US |
| dc.description.college | Peabody College of Education and Human Development | en_US |
| dc.description.department | Department of Teaching and Learning | en_US |
