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
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/149669

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network_name_str CONICET Digital (CONICET)
spelling 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/
dc.format.none.fl_str_mv application/pdf
application/pdf
application/pdf
dc.publisher.none.fl_str_mv BioMed Central
publisher.none.fl_str_mv BioMed Central
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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