文章基本信息

标题：Apprehension and Pedagogy in Evolution Education
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作者：Brian Alters
期刊名称：Evolution: Education and Outreach
印刷版ISSN：1936-6434
出版年度：2010
卷号：3
期号：2
页码：231-235
DOI：10.1007/s12052-010-0219-z
出版社：BioMed Central
摘要：Instructors’ apprehensions and the decisions instructors make about pedagogy are often linked when it comes to teaching evolution.Whether it is the reticence of K-12 teachers that their instruction may affect their students’ religious beliefs detrimentally or that they may become caught up in some administrative, media, parental, or school political turmoil or whether it is the apprehension of college students who perceive that their religious beliefs are being explicitly challenged, such fears can be reduced by understanding their roots and by honing pedagogy in ways that reduce perceived threats.This article describes why it is prudent to address these often secretly held apprehensions and how to help instructors feel free to employ their best pedagogical methods to teach evolution without lingering fear.Some suggestions are given for pre-college and college instructors interested in combining effective pedagogy with as little perceived threat as possible.Methods are offered that allow instructors to focus on underlying scientific misconceptions even if those misconceptions are ultimately facilitated by non-scientific sources, while giving creationist or creationist-leaning students a chance to learn the appropriate scientific conceptions without their religious beliefs being explicitly threatened in a science course.
关键词：Evolution education;Religion;Intelligent design;Creationism;Teachers;Schools;Science;Students