Evolution in European and Israeli school curricula - a comparative analysis

被引：1

作者：

Mavrikaki, Evangelia ^{[1
,49
]}

Realdon, Giulia ^{[2
]}

Aivelo, Tuomas ^{[3
]}

Bajrami, Ani ^{[4
]}

Bakanay, Cicek Dilek ^{[5
]}

Beniermann, Anna ^{[6
]}

Blagojevic, Jelena ^{[7
]}

Butkeviciene, Egle ^{[8
]}

Cavadas, Bento ^{[9
]}

Cossu, Costantina ^{[10
]}

Cvetkovic, Dragana ^{[11
]}

Drobniak, Szymon M. ^{[12
,13
]}

Durmus, Zelal Ozgur ^{[14
]}

Dvorakova, Radka Marta ^{[15
]}

Eens, Marcel ^{[16
]}

Eret, Esra ^{[17
]}

Eroglu, Seckin ^{[18
]}

Gazda, Malgorzata Anna ^{[19
,20
]}

Georgiou, Martha ^{[21
]}

Gostling, Neil J. ^{[22
]}

Gregorcic, Tanja ^{[23
]}

Janstova, Vanda ^{[15
]}

Jenkins, Tania ^{[24
]}

Kervinen, Anttoni ^{[25
]}

Korfiatis, Konstantinos ^{[26
]}

Kuschmierz, Paul ^{[27
]}

Lendvai, Adam Z. ^{[28
]}

de Lima, Joelyn ^{[29
,30
]}

Miri, Fundime ^{[31
]}

Nogueira, Teresa ^{[32
,33
,34
]}

Panayides, Andreas ^{[26
]}

Paolucci, Sylvia ^{[35
]}

Papadopoulou, Penelope ^{[36
]}

Pessoa, Patricia ^{[37
,38
]}

Pinxten, Rianne ^{[39
]}

Rocha, Joana Rios ^{[37
,38
]}

Sanchez, Andrea Fernandez ^{[40
]}

Siani, Merav ^{[41
,42
]}

Sokoli, Elvisa ^{[43
]}

Sousa, Bruno ^{[44
]}

Stasinakis, Panagiotis K. ^{[45
]}

Torkar, Gregor ^{[23
]}

Valackiene, Asta ^{[46
]}

Varga, Mate ^{[47
]}

Vazquez, Ben Lucia ^{[40
]}

Yarden, Anat ^{[41
]}

Sa-Pinto, Xana ^{[48
]}

机构：

[1] Natl & Kapodistrian Univ Athens, Dept Pedag & Primary Educ, Athens, Greece

[2] Univ Camerino, Geol Sect, UNICAMearth Grp, Camerino, Italy

[3] Univ Helsinki, Fac Biol & Environm Sci, Helsinki, Finland

[4] Univ Tirana, Museum Nat Sci Sabiha Kasimati, Tirana, Albania

[5] Univ Istanbul Aydin, Fac Educ, Dept Elementary Educ, Istanbul, Turkiye

[6] Humboldt Univ, Dept Biol, Berlin, Germany

[7] Univ Belgrade, Inst Biol Res Sinisa Stankovic, Natl Inst Republ Serbia, Dept Genet Res, Belgrade, Serbia

[8] Kaunas Univ Technol, Fac Social Sci Arts & Humanities, Kaunas, Lithuania

[9] iCeiED Lusofona Univ, Polytech Inst Santarem, Santarem, Portugal

[10] Equipe Formativa Territoriale Reg Sardegna, Minist Educ, Sardinia, Italy

[11] Univ Belgrade, Fac Biol, Dept Genet & Evolut, Belgrade, Serbia

[12] Jagiellonian Univ, Inst Environm Sci, Krakow, Poland

[13] Univ New South Wales, Sch Biol Environm & Earth Sci, Sydney, Australia

[14] Hacettepe Univ, Grad Sch Sci & Engn, Ankara, Turkiye

[15] Charles Univ Prague, Fac Sci, Dept Biol Educ, Prague, Czech Republic

[16] Univ Antwerp, Dept Biol, Behav Ecol & Ecophysiol Grp, Antwerp, Belgium

[17] Middle East Tech Univ, Ctr Adv Teaching & Learning, Ankara, Turkiye

[18] Middle East Tech Univ, Dept Biol Sci, Ankara, Turkiye

[19] Univ Porto, Ctr Invest Biodiversidade & Recursos Genet, CIBIO, InBIO, Vairao, Portugal

[20] Univ Paris, Inst Pasteur, Comparat Funct Genom Grp, Paris, France

[21] Natl & Kapodistrian Univ Athens, Dept Biol, Athens, Greece

[22] Fac Environm & Life Sci, Sch Biol Sci, Southampton, England

[23] Univ Ljubljana, Fac Educ, Dept Biol Chem & Home Econ, Ljubljana, Slovenia

[24] Univ Geneva, Sci 2, Geneva, Switzerland

[25] Univ Helsinki, Fac Educ Sci, Fac Biol & Environm Sci, Helsinki, Finland

[26] Univ Cyprus, Dept Educ, Nicosia, Cyprus

[27] Justus Liebig Univ Giessen, Inst Biol Educ, Giessen, Germany

[28] Univ Debrecen, Dept Evolutionary Zool & Human Biol, Debrecen, Hungary

[29] Michigan State Univ, Swiss Fed Inst Technol EPFL, Lausanne, Switzerland

[30] Michigan State Univ, WK Kellogg Biol Stn, E Lansing, MI USA

[31] Univ Tirana, Dept Biol, Tirana, Albania

[32] INIAV Natl Inst Agrarian & Vet Res, Vairao, Portugal

[33] Univ Lisbon, Fac Ciencias, cE3c Ctr Ecol Evolut & Environm Change, Lisbon, Portugal

[34] Univ Lisbon, CHANGE Global Change & Sustainabil Inst, Fac Ciencias, Lisbon, Portugal

[35] Lab Sci Sperimentali, Foligno, Italy

[36] Univ Western Macedonia, Dept Early Childhood Educ, Florina, Greece

[37] Univ Tras os Montes & Alto Douro, Vila Real, Portugal

[38] Univ Aveiro, Res Ctr Didact & Technol Educ Trainers, Dept Educ & Psychol, Aveiro, Portugal

[39] Univ Antwerp, Fac Social Sci, Antwerp Sch Educ, Res Unit Didact, Antwerp, Belgium

[40] Univ A Coruna, Fac Educ Sci, Dept Pedag & Didact, La Coruna, Spain

[41] Weizmann Inst Sci, Dept Sci Teaching, Rehovot, Israel

[42] Herzog Coll, Alon Shvut, Israel

[43] Univ Tirana, Fac Social Sci, Tirana, Albania

[44] Alpoente Albufeira Poente Sch Grp, Albufeira, Portugal

[45] Ampelokipoi Lab Ctr Nat Sci EKFE, Athens, Greece

[46] Mykolas Romeris Univ, Fac Publ Governance & Business, Vilnius, Lithuania

[47] Eotvos Lorand Univ, Dept Genet, Budapest, Hungary

[48] Univ Aveiro, Res Ctr Didact & Technol Teacher Training CIDTFFUA, Dept Educ & Psychol, Aveiro, Portugal

[49] Natl & Kapodistrian Univ Athens, Dept Pedag & Primary Educ, Marasli 4, Athens 10676, Greece

来源：

INTERNATIONAL JOURNAL OF SCIENCE EDUCATION | 2024年 / 46卷 / 15期

基金：

澳大利亚研究理事会;

关键词：

Evolution learning goals; biology education; education policy; NATURAL-SELECTION; BIOLOGY TEACHERS; MISCONCEPTIONS; KNOWLEDGE; ACCEPTANCE; TEXTBOOKS; EDUCATION; CHILDRENS; STANDARDS; ORIGIN;

D O I：

10.1080/09500693.2023.2293090

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The contribution of school curricula to public understanding and acceptance of evolution is still mostly unknown, due to the scarcity of studies that compare the learning goals present in different curricula. To overcome this lack of data we analysed 19 school curricula (18 European and one from Israel) to study the differences regarding the inclusion of learning goals targeting evolution understanding. We performed a quantitative content analysis using the Framework for the Assessment of school Curricula on the presence of Evolutionary concepts (FACE). For each country/region we analysed what this educational system considered the minimum evolution education a citizen should get. Our results reveal that: (i) the curricula include less than half of the learning goals considered important for scientific literacy in evolution; (ii) the most frequent learning goals address basic knowledge of evolution; (iii) learning goals related with the processes that drive evolution are often not included or rarely mentioned; (iv) evolution is most often not linked to its applications in everyday life. These results highlight the need to rethink evolution education across Europe.

引用

页码：1623 / 1649

页数：27

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