Details
Evolution Education and the Rise of the Creationist Movement in Brazil
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97,99 € |
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| Verlag: | Lexington Books |
| Format: | EPUB, PDF |
| Veröffentl.: | 15.09.2019 |
| ISBN/EAN: | 9781793601490 |
| Sprache: | englisch |
| Anzahl Seiten: | 260 |
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Beschreibungen
<span>Evolution Education and the Rise of the Creationist Movement in Brazil</span>
<span> examines how larger societal forces such as religion, media, and politics have shaped Brazil’s educational landscape and impacted the teaching and learning of evolution within an increasingly polarized discourse in recent years. To this end, Alandeom W. Oliveira and Kristin Cook have assembled a number of educational scholars and practitioners, many of whom are based in Brazil, to provide up-close and in-depth accounts of classroom-based evolution instruction, teacher preparation programs, current educational policies, and commonly used school curricula. Contributors also present information on Brazilian teachers’ and students’ attitudes toward—and understanding of— evolution, emergent (mis)conceptions of evolution, and international comparisons of evolution acceptance and understanding in Brazil compared to other countries. Across the three sections of this book, readers see a nation navigating the complexity of multiple spheres of thought about evolution and its role in the K-12 and postsecondary curriculum. Suggesting the rise of an influential creationist movement in Brazil, this book illuminates the dynamic sociological processes at play in the educational sphere of Latin America in a globalized era that allows for rapid worldwide travel of competing ideologies. Scholars of Latin American studies, religion, education, sociology, and political science will find this book especially useful.</span>
<span> examines how larger societal forces such as religion, media, and politics have shaped Brazil’s educational landscape and impacted the teaching and learning of evolution within an increasingly polarized discourse in recent years. To this end, Alandeom W. Oliveira and Kristin Cook have assembled a number of educational scholars and practitioners, many of whom are based in Brazil, to provide up-close and in-depth accounts of classroom-based evolution instruction, teacher preparation programs, current educational policies, and commonly used school curricula. Contributors also present information on Brazilian teachers’ and students’ attitudes toward—and understanding of— evolution, emergent (mis)conceptions of evolution, and international comparisons of evolution acceptance and understanding in Brazil compared to other countries. Across the three sections of this book, readers see a nation navigating the complexity of multiple spheres of thought about evolution and its role in the K-12 and postsecondary curriculum. Suggesting the rise of an influential creationist movement in Brazil, this book illuminates the dynamic sociological processes at play in the educational sphere of Latin America in a globalized era that allows for rapid worldwide travel of competing ideologies. Scholars of Latin American studies, religion, education, sociology, and political science will find this book especially useful.</span>
<span>This book scrutinizes the current state of evolution education and assesses the recent rise of creationism in Brazil. It provides accounts of classroom-based evolution instruction, teacher preparation programs, educational policies, and school curricula to address challenges faced by biology teachers in the Brazilian educational landscape.</span>
<span>Introduction: Historical Background and the Brazilian Educational Context</span>
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<span>Chapter 1: Rescuing Darwin in Brazil: How a General Population Sample Views the Teaching of Creationism and Biological Evolution</span>
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<span>Chapter 2: Creationists or Evolutionists? High School Students’ Conceptions on the Origin and Evolution of Life</span>
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<span>Chapter 3: Brazilian High School Biology Teacher’s Perception on Evolution and its Teaching</span>
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<span>Chapter 4: Brazilian High School Teachers’ Approaches and Departures from Scientific Knowledge when Teaching Evolutionary Theories</span>
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<span>Chapter 5: Pedagogical Strategies for the Problem of Teleology in the Teaching of Biological Evolution</span>
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<span>Chapter 6: Darwin’s Discussion on the Origin of Fish Electric Organs: A Pedagogical Intervention in the Youth and Adult Education</span>
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<span>Chapter 7: Challenges of Understanding Macroevolution among Brazilian Biology Students and Continuing Education Efforts</span>
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<span>Chapter 8: What is the Role of Sound Evidence in Evolution Education? A Research Program Following Students' Narratives in Brazil and Elsewhere</span>
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<span>Chapter 9: Comparative Studies of Students’ Beliefs and Understandings in Brazil, Italy and Galapagos Islands</span>
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<span>Chapter 10: The Perils of the Evolution-as-progress Metaphor: Challenging Ideals of Naturalness, Normalcy and Adequacy in Brazilian and Canadian Science Education</span>
<br>
<br>
<span>Chapter 1: Rescuing Darwin in Brazil: How a General Population Sample Views the Teaching of Creationism and Biological Evolution</span>
<br>
<br>
<span>Chapter 2: Creationists or Evolutionists? High School Students’ Conceptions on the Origin and Evolution of Life</span>
<br>
<br>
<span>Chapter 3: Brazilian High School Biology Teacher’s Perception on Evolution and its Teaching</span>
<br>
<br>
<span>Chapter 4: Brazilian High School Teachers’ Approaches and Departures from Scientific Knowledge when Teaching Evolutionary Theories</span>
<br>
<br>
<span>Chapter 5: Pedagogical Strategies for the Problem of Teleology in the Teaching of Biological Evolution</span>
<br>
<br>
<span>Chapter 6: Darwin’s Discussion on the Origin of Fish Electric Organs: A Pedagogical Intervention in the Youth and Adult Education</span>
<br>
<br>
<span>Chapter 7: Challenges of Understanding Macroevolution among Brazilian Biology Students and Continuing Education Efforts</span>
<br>
<br>
<span>Chapter 8: What is the Role of Sound Evidence in Evolution Education? A Research Program Following Students' Narratives in Brazil and Elsewhere</span>
<br>
<br>
<span>Chapter 9: Comparative Studies of Students’ Beliefs and Understandings in Brazil, Italy and Galapagos Islands</span>
<br>
<br>
<span>Chapter 10: The Perils of the Evolution-as-progress Metaphor: Challenging Ideals of Naturalness, Normalcy and Adequacy in Brazilian and Canadian Science Education</span>
<span>Alandeom W. Oliveira </span>
<span>is associate professor of science education at the State University of New York at Albany.</span>
<br>
<br>
<span> </span>
<br>
<br>
<span>Kristin Cook</span>
<span> is associate professor of science education and associate dean of the School of Education at Bellarmine University.</span>
<span>is associate professor of science education at the State University of New York at Albany.</span>
<br>
<br>
<span> </span>
<br>
<br>
<span>Kristin Cook</span>
<span> is associate professor of science education and associate dean of the School of Education at Bellarmine University.</span>
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