The self-regulation of teleological thinking in natural selection learning
- Autores
- Gonzalez Galli, Leonardo Martin; Pérez, Gastón Mariano; Gómez Galindo, Alma Adrianna
- Año de publicación
- 2020
- Idioma
- inglés
- Tipo de recurso
- artículo
- Estado
- versión publicada
- Descripción
- Background: Teleology is one of the critical aspects of students' intuitive concepts about living beings and, specifically, their evolution. This cognitive bias imposes a substantial restriction on the process of learning such content. In this work, we rely on epistemological, psychological and pedagogical analyses to substantiate an educational proposal centered on the concepts of epistemological obstacles and metacognitive vigilance. Results: Based on Michael Ruse's epistemological analysis, according to which teleology in biology persists because the scientific explanation of adaptation necessarily involves appeal to the metaphor of design, and on research in cognitive psychology, especially in relation to metacognition and self-regulated learning, we argue that the primary educational aim must be to encourage students to develop metacognitive skills to regulate the use of teleological reasoning. We develop our instructional proposal based on the didactic concepts of epistemological obstacles and metacognitive vigilance (consistent with epistemological and psychological analyses). Conclusion: We briefly discuss the instructional implications of our analysis and some possible relationships between our proposal and other lines of research in psychology and science education.
Fil: Gonzalez Galli, Leonardo Martin. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Centro de Formación e Investigación en Enseñanza de las Ciencias; Argentina
Fil: Pérez, Gastón Mariano. Universidad de Buenos Aires; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Gómez Galindo, Alma Adrianna. No especifíca; - Materia
-
EPISTEMOLOGICAL OBSTACLE
METACOGNITIVE VIGILANCE
TEACHING OF EVOLUTION
TELEOLOGY - Nivel de accesibilidad
- acceso abierto
- Condiciones de uso
- https://creativecommons.org/licenses/by/2.5/ar/
- Repositorio
- Institución
- Consejo Nacional de Investigaciones Científicas y Técnicas
- OAI Identificador
- oai:ri.conicet.gov.ar:11336/149669
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The self-regulation of teleological thinking in natural selection learningGonzalez Galli, Leonardo MartinPérez, Gastón MarianoGómez Galindo, Alma AdriannaEPISTEMOLOGICAL OBSTACLEMETACOGNITIVE VIGILANCETEACHING OF EVOLUTIONTELEOLOGYhttps://purl.org/becyt/ford/5.3https://purl.org/becyt/ford/5Background: Teleology is one of the critical aspects of students' intuitive concepts about living beings and, specifically, their evolution. This cognitive bias imposes a substantial restriction on the process of learning such content. In this work, we rely on epistemological, psychological and pedagogical analyses to substantiate an educational proposal centered on the concepts of epistemological obstacles and metacognitive vigilance. Results: Based on Michael Ruse's epistemological analysis, according to which teleology in biology persists because the scientific explanation of adaptation necessarily involves appeal to the metaphor of design, and on research in cognitive psychology, especially in relation to metacognition and self-regulated learning, we argue that the primary educational aim must be to encourage students to develop metacognitive skills to regulate the use of teleological reasoning. We develop our instructional proposal based on the didactic concepts of epistemological obstacles and metacognitive vigilance (consistent with epistemological and psychological analyses). Conclusion: We briefly discuss the instructional implications of our analysis and some possible relationships between our proposal and other lines of research in psychology and science education.Fil: Gonzalez Galli, Leonardo Martin. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Centro de Formación e Investigación en Enseñanza de las Ciencias; ArgentinaFil: Pérez, Gastón Mariano. Universidad de Buenos Aires; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Gómez Galindo, Alma Adrianna. No especifíca;BioMed Central2020-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/149669Gonzalez Galli, Leonardo Martin; Pérez, Gastón Mariano; Gómez Galindo, Alma Adrianna; The self-regulation of teleological thinking in natural selection learning; BioMed Central; Evolution: Education and Outreach; 13; 1; 4-2020; 1-161936-6434CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/url/https://evolution-outreach.biomedcentral.com/articles/10.1186/s12052-020-00120-0info:eu-repo/semantics/altIdentifier/doi/10.1186/s12052-020-00120-0info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-03T10:10:20Zoai:ri.conicet.gov.ar:11336/149669instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-03 10:10:20.929CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse |
dc.title.none.fl_str_mv |
The self-regulation of teleological thinking in natural selection learning |
title |
The self-regulation of teleological thinking in natural selection learning |
spellingShingle |
The self-regulation of teleological thinking in natural selection learning Gonzalez Galli, Leonardo Martin EPISTEMOLOGICAL OBSTACLE METACOGNITIVE VIGILANCE TEACHING OF EVOLUTION TELEOLOGY |
title_short |
The self-regulation of teleological thinking in natural selection learning |
title_full |
The self-regulation of teleological thinking in natural selection learning |
title_fullStr |
The self-regulation of teleological thinking in natural selection learning |
title_full_unstemmed |
The self-regulation of teleological thinking in natural selection learning |
title_sort |
The self-regulation of teleological thinking in natural selection learning |
dc.creator.none.fl_str_mv |
Gonzalez Galli, Leonardo Martin Pérez, Gastón Mariano Gómez Galindo, Alma Adrianna |
author |
Gonzalez Galli, Leonardo Martin |
author_facet |
Gonzalez Galli, Leonardo Martin Pérez, Gastón Mariano Gómez Galindo, Alma Adrianna |
author_role |
author |
author2 |
Pérez, Gastón Mariano Gómez Galindo, Alma Adrianna |
author2_role |
author author |
dc.subject.none.fl_str_mv |
EPISTEMOLOGICAL OBSTACLE METACOGNITIVE VIGILANCE TEACHING OF EVOLUTION TELEOLOGY |
topic |
EPISTEMOLOGICAL OBSTACLE METACOGNITIVE VIGILANCE TEACHING OF EVOLUTION TELEOLOGY |
purl_subject.fl_str_mv |
https://purl.org/becyt/ford/5.3 https://purl.org/becyt/ford/5 |
dc.description.none.fl_txt_mv |
Background: Teleology is one of the critical aspects of students' intuitive concepts about living beings and, specifically, their evolution. This cognitive bias imposes a substantial restriction on the process of learning such content. In this work, we rely on epistemological, psychological and pedagogical analyses to substantiate an educational proposal centered on the concepts of epistemological obstacles and metacognitive vigilance. Results: Based on Michael Ruse's epistemological analysis, according to which teleology in biology persists because the scientific explanation of adaptation necessarily involves appeal to the metaphor of design, and on research in cognitive psychology, especially in relation to metacognition and self-regulated learning, we argue that the primary educational aim must be to encourage students to develop metacognitive skills to regulate the use of teleological reasoning. We develop our instructional proposal based on the didactic concepts of epistemological obstacles and metacognitive vigilance (consistent with epistemological and psychological analyses). Conclusion: We briefly discuss the instructional implications of our analysis and some possible relationships between our proposal and other lines of research in psychology and science education. Fil: Gonzalez Galli, Leonardo Martin. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Centro de Formación e Investigación en Enseñanza de las Ciencias; Argentina Fil: Pérez, Gastón Mariano. Universidad de Buenos Aires; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina Fil: Gómez Galindo, Alma Adrianna. No especifíca; |
description |
Background: Teleology is one of the critical aspects of students' intuitive concepts about living beings and, specifically, their evolution. This cognitive bias imposes a substantial restriction on the process of learning such content. In this work, we rely on epistemological, psychological and pedagogical analyses to substantiate an educational proposal centered on the concepts of epistemological obstacles and metacognitive vigilance. Results: Based on Michael Ruse's epistemological analysis, according to which teleology in biology persists because the scientific explanation of adaptation necessarily involves appeal to the metaphor of design, and on research in cognitive psychology, especially in relation to metacognition and self-regulated learning, we argue that the primary educational aim must be to encourage students to develop metacognitive skills to regulate the use of teleological reasoning. We develop our instructional proposal based on the didactic concepts of epistemological obstacles and metacognitive vigilance (consistent with epistemological and psychological analyses). Conclusion: We briefly discuss the instructional implications of our analysis and some possible relationships between our proposal and other lines of research in psychology and science education. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-04 |
dc.type.none.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion http://purl.org/coar/resource_type/c_6501 info:ar-repo/semantics/articulo |
format |
article |
status_str |
publishedVersion |
dc.identifier.none.fl_str_mv |
http://hdl.handle.net/11336/149669 Gonzalez Galli, Leonardo Martin; Pérez, Gastón Mariano; Gómez Galindo, Alma Adrianna; The self-regulation of teleological thinking in natural selection learning; BioMed Central; Evolution: Education and Outreach; 13; 1; 4-2020; 1-16 1936-6434 CONICET Digital CONICET |
url |
http://hdl.handle.net/11336/149669 |
identifier_str_mv |
Gonzalez Galli, Leonardo Martin; Pérez, Gastón Mariano; Gómez Galindo, Alma Adrianna; The self-regulation of teleological thinking in natural selection learning; BioMed Central; Evolution: Education and Outreach; 13; 1; 4-2020; 1-16 1936-6434 CONICET Digital CONICET |
dc.language.none.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
info:eu-repo/semantics/altIdentifier/url/https://evolution-outreach.biomedcentral.com/articles/10.1186/s12052-020-00120-0 info:eu-repo/semantics/altIdentifier/doi/10.1186/s12052-020-00120-0 |
dc.rights.none.fl_str_mv |
info:eu-repo/semantics/openAccess https://creativecommons.org/licenses/by/2.5/ar/ |
eu_rights_str_mv |
openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by/2.5/ar/ |
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application/pdf application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
BioMed Central |
publisher.none.fl_str_mv |
BioMed Central |
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reponame:CONICET Digital (CONICET) instname:Consejo Nacional de Investigaciones Científicas y Técnicas |
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CONICET Digital (CONICET) |
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Consejo Nacional de Investigaciones Científicas y Técnicas |
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CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas |
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dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar |
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13.13397 |