The culture of education

I. the origin of species by means of natural selection

National Science Education Standards

It comes as something ofa surprise to reflect that the New York Review ofBooks is now over twenty years old. Even people of my generation (that is, old enough to remember the revolutionary 196os but not young enough to have taken a very exciting part in them) think of the paper as eternally youthful. In fact, it has gone through years of relatively quiet life, yet, as always in a competitive journalistic market, it is the controversies that attract the interest of the reader and to which the history (especially an admittedly impressionistic survey that tries to include something of the intellectual context in which a journal has operated) must give some attention. Not all the attacks which the New York Review has attracted, both early in its career and more recently, are worth more than a brief summary. What do we now make, for example, of Richard Kostelanetz's forthright accusation that 'The New York Review was from its origins destined to publicize Random House's (and especially [Jason] Epstein's) books and writers'?1 Well, simply that, even if the statistics bear out the charge (and Kostelanetz provides some suggestive evidence to support it, at least with respect to some early issues), there is nothing surprising in a market economy about a publisher trying to push his books through the pages of a journal edited by his friends. True, the New York Review has not had room to review more than around fifteen books in each issue and there could be a bias in the selection of

http://www.jstor.org/stable/pdfplus/3507774.pdf

The New York Review of Books

Contents Historical, Contemporary, and Future Perspectives on Self-Regulated Learning and Performance Dale H. Schunk and Jeffrey A. Greene Section I. Basic Domains of Self-Regulation of Learning and Performance Social Cognitive Theoretical Perspective of Self-Regulation Ellen L. Usher and Dale H. Schunk Cognition and Metacognition Within Self-Regulated Learning Philip H. Winne Developmental Trajectories of Skills and Abilities Relevant for Self-Regulation of Learning and Performance Rick H. Hoyle and Amy L. Dent Motivation and Affect in Self-Regulated Learning: Does Metacognition Play a Role? Anastasia Efklides, Bennett L. Schwartz, and Victoria Brown Self-Regulation, Co-Regulation and Shared Regulation in Collaborative Learning Environments Allyson Hadwin, Sanna Jarvela, and Mariel Miller Section II. Self-Regulation of Learning and Performance in Context Metacognitive Pedagogies in Mathematics Classrooms: From Kindergarten to College and Beyond Zemira R. Mevarech, Lieven Verschaffel, and Erik De Corte Self-Regulated Learning in Reading Keith W. Thiede and Anique B. H. de Bruin Self-Regulation and Writing Steve Graham, Karen R. Harris, Charles MacArthur, and Tanya Santangelo The Self-Regulation of Learning and Conceptual Change in Science: Research, Theory, and Educational Applications Gale M. Sinatra and Gita Taasoobshirazi Using Technology-Rich Environments to Foster Self-Regulated Learning in the Social Studies Eric G. Poitras and Susanne P. Lajoie Self-Regulated Learning in Music Practice and Performance Gary E. McPherson, Peter Miksza, and Paul Evans Self-Regulation in Athletes: A Social Cognitive Perspective Anastasia Kitsantas, Maria Kavussanu, Deborah B. Corbatto, and Pepijn K. C. van de Pol Self-Regulation: An Integral Part of Standards-Based Education Marie C. White and Maria K. DiBenedetto Teachers as Agents in Promoting Students' SRL and Performance: Applications for Teachers' Dual-Role Training Program Bracha Kramarski Section III. Technology and Self-Regulation of Learning and Performance Emerging Classroom Technology: Using Self-Regulation Principles as a Guide for Effective Implementation Daniel C. Moos Understanding and Reasoning About Real-Time Cognitive, Affective, and Metacognitive Processes to Foster Self-Regulation With Advanced Learning Technologies Roger Azevedo, Michelle Taub, and Nicholas V. Mudrick The Role of Self-Regulated Learning in Digital Games John L. Nietfeld Self-Regulation of Learning and Performance in Computer-Supported Collaborative Learning Environments Peter Reimann and Maria Bannert Section IV. Methodology and Assessment of Self-Regulation of Learning and Performance Validity and the Use of Self-Report Questionnaires to Assess Self-Regulated Learning Christopher A. Wolters and Sungjun Won Capturing and Modeling Self-Regulated Learning Using Think-Aloud Protocols Jeffrey A. Greene, Victor M. Deekens, Dana Z. Copeland, and Seung Yu Assessing Self-Regulated Learning Using Microanalytic Methods Timothy J. Cleary and Gregory L. Callan Advancing Research and Practice About Self-Regulated Learning: The Promise of In-Depth Case Study Methodologies Deborah L. Butler and Sylvie C. Cartier Examining the Cyclical, Loosely Sequenced, and Contingent Features of Self-Regulated Learning: Trace Data and Their Analysis Matthew L. Bernacki Data Mining Methods for Assessing Self-Regulated Learning Gautam Biswas, Ryan S. Baker, and Luc Paquette Section V. Individual and Group Differences in Self-Regulation of Learning and Performance 26. Calibration of Performance and Academic Delay of Gratification: Individual and Group Differences in Self-Regulation of Learning Peggy P. Chen and Hefer Bembenutty 27. Academic Help Seeking as a Self-Regulated Learning Strategy: Current Issues, Future Directions Stuart A. Karabenick and Eleftheria N. Gonida 28. The Three Faces of Epistemic Thinking in Self-Regulated Learning Krista R. Muis and Cara Singh 29. Advances in Understanding Young Children's Self-Regulation of Learning Nancy E. Perry, Lynda R. Hutchinson, Nikki Yee, and Elina Maatta 30. Self-Regulation: Implications for Individuals With Special Needs Linda H. Mason and Robert Reid 31. Culture and Self-Regulation in Educational Contexts Dennis M. McInerney and Ronnel B. King

Handbook of Self-Regulation of Learning and Performance

Although often conceptualized in contradictory terms, the common assumption that natural and supernatural explanations are incompatible is psychologically inaccurate Instead, there is considerable evidence that the same individuals use both natural and supernatural explanations to interpret the very same events and that there are multiple ways in which both kinds of explanations coexist in individual minds Converging developmental research from diverse cultural contexts in 3 areas of biological thought (ie, the origin of species, illness, and death) is reviewed to support this claim Contrary to traditional accounts of cognitive development, new evidence indicates that supernatural explanations often increase rather than decrease with age and supports the proposal that reasoning about supernatural phenomena is an integral and enduring aspect of human cognition

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The coexistence of natural and supernatural explanations across cultures and development.

Learning about biological evolution presents particular challenges for students. Barriers to learning come in the form of students’ prior conceptions that conflict with the scientific perspective of biological change. Theory and research from developmental and educational psychology provide insight into these barriers. Helping students understand evolution is not simply a matter of adding to their existing knowledge, but rather, it means helping them to see the world in new and different ways. Theoretical perspectives on creating change in students’ conceptions have implications for teaching about biological evolution.

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Changing Minds? Implications of Conceptual Change for Teaching and Learning about Biological Evolution

Foreword Eugenie C. Scott Section 1: Folk Theories, Conceptual and Perceptual Constraints 1 ": How Psychological Essentialism Impedes Evolutionary Understanding Susan A. Gelman and Marjorie Rhodes 2 Trees, Fish, and Other Fictions: Folk Biological Thought and its Implications for Understanding Evolutionary Biology John D. Coley and Tara M. Muratore 3 Cognitive Constraints on the Understanding and Acceptance of Evolution Andrew Shtulman and Prassede Calabi 4 Teleological Minds: How Natural Intuitions about Agency and Purpose Influence Learning About Evolution Deborah Kelemen 5 The Promise and Challenges of Introducing Tree Thinking into Evolution Education Kefyn M. Catley, Laura R. Novick, and Daniel J. Funk 6 Narrative Spaces in the Representation and Understanding of Evolution Camillia Matuk and David Uttal 7 Misunderstanding Emergent Causal Mechanism in Natural Selection Michelene T. H. Chi, Agnieszka Kosminska Kristensen and Rod Roscoe 8 Encountering Counterintuitive Ideas: Building a Developmental Learning Progression for Evolution. E. Margaret Evans, Karl S. Rosengren, Jonathan D. Lane, and Kristin S. Price 9 Commentary on Section 1: Constrained Learning: Reframing the Problem of Evolution Understanding and Implications for Science Education Karl S. Rosengren, and E. Margaret Evans SECTION IIA: EPISTEMOLOGICAL ISSUES 10 Model-Based Instruction: Fostering Change in Evolutionary Conceptions and in Epistemic Practices Clark A. Chinn and Luke A. Buckland 11 Why Don't Americans Accept Evolution As Much As People in Peer Nations Do? A Theory (Reinforced Theistic Manifest Destiny) and Some Pertinent Evidence Michael Andrew Ranney 12 Heuristics and the Counterintuitive in Science and Religion Ryan D. Tweney SECTION IIB: IMPLEMENTING EDUCATION IN EVOLUTION: FORMAL EDUCATION 13 Challenges and Opportunities for Teaching and Designing Effective K-12 Evolution Curricula Paul M. Beardsley, Mark V. Bloom, and Sarah B. Wise 14 Why Don't Undergraduates Really " Evolution? What Can Faculty Do? Craig E. Nelson 15 An Intentional Approach to Teaching Evolution: Making Students Aware of the Factors Influencing Learning of Microevolution and Macroevolution Sherry A. Southerland and Louis S. Nadelson SECTION IIC: IMPLEMENTING EDUCATION IN EVOLUTION: INFORMAL EDUCATION 16 Pattern and Process: Natural History Museum Exhibits in Evolution Judy Diamond and Patrick Kociolek 17 Walking Whales and Singing Flies: An Evolution Exhibit and Assessment of its Impact Judy Diamond, E. Margaret Evans, and Amy N. Speigel 18 Making Connections: Evolution and the Nature and Process of Science Anna Thanukos and Judy Scotchmoor 19 Commentary on Section II: Bringing Multipke Levels of Analysis to Bear on Evolution Teaching and Learning Sarah K. Brem and Gale M. Sinatra

Evolution challenges : integrating research and practice in teaching and learning about evolution

Two studies address children's emerging understanding of the origins of species Elementary-school children, aged 5-12 years, were interviewed about their under standing of biological origins and of natural history (Ns = 49 in Study 1 ; 83, with par ents, in Study 2) A systematic developmental pattern in children's explanations for biological origins was demonstrated There were age-related shifts from mixed cre ationist and spontaneous generationist explanations, to an exclusive creationism, and finally to evolutionist or creationist explanations A child's age, natural history knowledge, and parents' beliefs were independently related to the expression of these explanations It is argued that this developmental pattern emerges from the interaction between community beliefs and age-related changes in the inductive potential of children's naive theories

The Emergence of Beliefs about the Origins of Species in School-Age Children.

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E. Margaret Evans

Papers

The coexistence of natural and supernatural explanations across cultures and development.

Changing Minds? Implications of Conceptual Change for Teaching and Learning about Biological Evolution

Evolution challenges : integrating research and practice in teaching and learning about evolution

The Emergence of Beliefs about the Origins of Species in School-Age Children.

Conceptual Change and Evolutionary Biology: A Developmental Analysis