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Campanile, Megan F.; Lederman, Norman G.; Kampourakis, Kostas – Science & Education, 2015
The purpose of this study was to analyze seven widely used high school biology textbooks in order to assess the nature of science knowledge (NOS) and scientific inquiry (SI) aspects they, explicitly or implicitly, conveyed in the Mendelian genetics sections. Textbook excerpts that directly and/or fully matched our statements about NOS and SI were…
Descriptors: Genetics, Science Education, Science Education History, High Schools
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Kampourakis, Kostas – Science & Education, 2013
Adaptation is one of the central concepts in evolutionary theory, which nonetheless has been given different definitions. Some scholars support a historical definition of adaptation, considering it as a trait that is the outcome of natural selection, whereas others support an ahistorical definition, considering it as a trait that contributes to…
Descriptors: Evolution, Definitions, Textbook Content, Textbook Evaluation
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Kampourakis, Kostas – Science & Education, 2013
Textbook descriptions of the foundations of Genetics give the impression that besides Mendel's no other research on heredity took place during the nineteenth century. However, the publication of the "Origin of Species" in 1859, and the criticism that it received, placed the study of heredity at the centre of biological thought. Consequently,…
Descriptors: Genetics, Heredity, Textbooks, Science Education
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Kampourakis, Kostas; McComas, William F. – Science & Education, 2010
Recently, the nature of science (NOS) has become recognized as an important element within the K-12 science curriculum. Despite differences in the ultimate lists of recommended aspects, a consensus is emerging on what specific NOS elements should be the focus of science instruction and inform textbook writers and curriculum developers. In this…
Descriptors: Creativity, Elementary Secondary Education, Social Influences, Cognitive Processes
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Kampourakis, Kostas; Zogza, Vasso – Science & Education, 2009
This study aimed to explore secondary students' explanations of evolutionary processes, and to determine how consistent these were, after a specific evolution instruction. In a previous study it was found that before instruction students provided different explanations for similar processes to tasks with different content. Hence, it seemed that…
Descriptors: Evolution, Concept Formation, Secondary School Students, Science Instruction
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Kampourakis, Kostas; Zogza, Vasso – Science & Education, 2007
In this paper, the main points of Lamarck's and Darwin's theoretical conceptual schemes about evolution are compared to those derived from 15 years old students' explanations of evolutionary episodes. We suggest that secondary students' preconceptions should not be characterized as "Lamarckian", because they are essentially different from the…
Descriptors: Student Attitudes, Misconceptions, Evolution, Science Education