What do primary school children know about evolution? Design and application of a school scientific model of evolution for primary education
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DOI
https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2022.v19.i1.1102Info
Authors
- Lucia Vázquez-Ben (ES) Universidade da Coruña, Writing of the paper, design of the paper, data collection, data analysis, contribution of literature http://orcid.org/0000-0003-1685-5671
- Anxela Bugallo-Rodriguez (ES) Universidade da Coruña, Writing of the paper, design of the paper, data analysis, contribution of literature https://orcid.org/0000-0002-8059-7083
Abstract
En este artículo se presenta un modelo científico escolar diseñado como instrumento para la enseñanza de la teoría evolutiva en educación primaria. Ha sido elaborado a partir de una selección de ideas nucleares y niveles escalares que fueron organizados en forma de heptágono. Con este formato el modelo podría incrementar su complejidad en etapas educativas posteriores. Para comprobar su utilidad, se ha usado en la creación y análisis de una prueba de evaluación inicial sobre evolución, aplicada a un grupo de estudiantes de 5º de educación primaria. En sus respuestas muestran un gran número y variedad de preconcepciones relacionadas con las ideas nucleares pero, a diferencia de lo que ocurre en secundaria, son escasas las que puedan representar un obstáculo. Estos resultados reafirman la necesidad de comenzar la enseñanza de esta teoría desde etapas tempranas y de una forma progresiva.
Palabras clave: modelo escolar, evolución, preconcepciones, educación primaria
What do primary school children know about evolution? Design and application of a school scientific model of evolution for primary education
Abstract: This paper presents a school scientific model designed to serve as an instrument for teaching the theory of evolution in primary education. The model was developed from a selection of evolutionary core ideas and biological levels of scale later organised into a heptagon. This format could allow to gradually increase its complexity in later stages. To check its utility, this model has been employed to create and analyse an initial assessment on evolution aimed to a class-group of fifth graders (10-11 years old). Findings show students at this age have numerous and diverse preconceptions related to evolutionary core ideas. However, very few of those preconceptions could be considered an obstacle to their learning; just the opposite to what usually happens in secondary school. Such an outcome reinforces the convenience of introducing this content from early stages and in a progressive way.
Keywords: school models, evolution, preconceptions, primary education
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