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  Educational potential of teaching evolution as an interdisciplinary science

Hanisch, S., & Eirdosh, D. (2020). Educational potential of teaching evolution as an interdisciplinary science. Evolution: Education and Outreach, 13(25). doi:10.1186/s12052-020-00138-4.

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Hanisch_Educational_EvolEduOut_2020.pdf (Publisher version), 2MB
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Hanisch_Educational_EvolEduOut_2020.pdf
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2020
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© The Author(s) 2020. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativeco mmons.org/licenses/by/4.0/. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/ zero/1.0/) applies to the data made available in this article, unless otherwise stated in a credit line to the data.

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https://edarxiv.org/7md3v/ (Preprint)
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 Creators:
Hanisch, Susan1, Author                 
Eirdosh, Dustin1, Author                 
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1Department of Comparative Cultural Psychology, Max Planck Institute for Evolutionary Anthropology, Max Planck Society, ou_3040267              

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 Abstract: Evolution education continues to struggle with a range of persistent challenges spanning aspects of conceptual understanding, acceptance, and perceived relevance of evolutionary theory by students in general education. This article argues that a gene-centered conceptualization of evolution may inherently limit the degree to which these challenges can be effectively addressed, and may even precisely contribute to and exacerbate these challenges. Against that background, we also argue that a trait-centered, generalized, and interdisciplinary conceptualization of evolution may hold significant learning potential for advancing progress in addressing some of these persistent challenges facing evolution education. We outline a number of testable hypotheses about the educational value of teaching evolutionary theory from this more generalized and interdisciplinary conception.

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Language(s): eng - English
 Dates: 2020
 Publication Status: Issued
 Pages: 26
 Publishing info: -
 Table of Contents: -
 Rev. Type: Peer
 Identifiers: DOI: 10.1186/s12052-020-00138-4
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Title: Evolution: Education and Outreach
Source Genre: Journal
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Pages: - Volume / Issue: 13 (25) Sequence Number: - Start / End Page: - Identifier: ISSN: 1936-6434