Metacognitive regulation of essentialism in the teaching of evolution

Autores
Pérez, Gastón Mariano; Gómez Galindo, Alma Adrianna; Gonzalez Galli, Leonardo Martin
Año de publicación
2022
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
Essentialism is a way of reasoning that implies assuming that the members of a group share an immutable essence, and that the variation among the members of the group is negligible. Although this way of reasoning is useful for people in their everyday lives, it may pose difficulties in the learning of scientific models, particularly those of evolutionary biology. Essentialism, understood as an epistemological obstacle, requires some didactic work encouraging the development of metacognitive vigilance, in other words, the awareness and regulation of this way of thinking. In this article, we will characterize the processes of metacognitive regulation of essentialism that took place during a didactic sequence to teach evolution. The sequence was implemented in a secondary school in Argentina with 80 students. We will present some of the possibilities and difficulties of carrying out metacognitive regulation of essentialism in biology classrooms. From the use of thematic analysis, we have found that students seem to regulate essentialism in an implicit way during discussions with their classmates, at both the individual and social levels. Moreover, in the case of evolution learning, we distinguished two types of specific regulations: the regulation of ‘typologism’ and that of ‘noise’. In this sense, we consider that essentialism is not regulated as a whole, but instead through some of its assumptions. This work will allow further thinking about the possibilities of promoting the metacognitive regulation of epistemological obstacles in biology classes.
Fil: Pérez, Gastón Mariano. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Centro de Formación e Investigación en Enseñanza de las Ciencias; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Gómez Galindo, Alma Adrianna. Instituto Politécnico Nacional. Centro de Investigación y de Estudios Avanzados. Departamento de Investigaciones Educativas.; México
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
Materia
ESSENTIALISM
METACOGNITION
EPISTEMOLOGICAL OBSTACLE
METACOGNITIVE VIGILANCE
TEACHING OF EVOLUTION
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/223476

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spelling Metacognitive regulation of essentialism in the teaching of evolutionPérez, Gastón MarianoGómez Galindo, Alma AdriannaGonzalez Galli, Leonardo MartinESSENTIALISMMETACOGNITIONEPISTEMOLOGICAL OBSTACLEMETACOGNITIVE VIGILANCETEACHING OF EVOLUTIONhttps://purl.org/becyt/ford/5.3https://purl.org/becyt/ford/5Essentialism is a way of reasoning that implies assuming that the members of a group share an immutable essence, and that the variation among the members of the group is negligible. Although this way of reasoning is useful for people in their everyday lives, it may pose difficulties in the learning of scientific models, particularly those of evolutionary biology. Essentialism, understood as an epistemological obstacle, requires some didactic work encouraging the development of metacognitive vigilance, in other words, the awareness and regulation of this way of thinking. In this article, we will characterize the processes of metacognitive regulation of essentialism that took place during a didactic sequence to teach evolution. The sequence was implemented in a secondary school in Argentina with 80 students. We will present some of the possibilities and difficulties of carrying out metacognitive regulation of essentialism in biology classrooms. From the use of thematic analysis, we have found that students seem to regulate essentialism in an implicit way during discussions with their classmates, at both the individual and social levels. Moreover, in the case of evolution learning, we distinguished two types of specific regulations: the regulation of ‘typologism’ and that of ‘noise’. In this sense, we consider that essentialism is not regulated as a whole, but instead through some of its assumptions. This work will allow further thinking about the possibilities of promoting the metacognitive regulation of epistemological obstacles in biology classes.Fil: Pérez, Gastón Mariano. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Centro de Formación e Investigación en Enseñanza de las Ciencias; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Gómez Galindo, Alma Adrianna. Instituto Politécnico Nacional. Centro de Investigación y de Estudios Avanzados. Departamento de Investigaciones Educativas.; MéxicoFil: 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; ArgentinaVeritas Publications LTD2022-07info: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/11336/223476Pérez, Gastón Mariano; Gómez Galindo, Alma Adrianna; Gonzalez Galli, Leonardo Martin; Metacognitive regulation of essentialism in the teaching of evolution; Veritas Publications LTD; Interdisciplinary Journal of Environmental and Science Education; 18; 4; 7-2022; 1-162633-6537CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/url/https://www.ijese.com/article/metacognitive-regulation-of-essentialism-in-the-teaching-of-evolution-12223info:eu-repo/semantics/altIdentifier/doi/10.21601/ijese/12223info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-03T10:04:38Zoai:ri.conicet.gov.ar:11336/223476instacron: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 10:04:38.403CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Metacognitive regulation of essentialism in the teaching of evolution
title Metacognitive regulation of essentialism in the teaching of evolution
spellingShingle Metacognitive regulation of essentialism in the teaching of evolution
Pérez, Gastón Mariano
ESSENTIALISM
METACOGNITION
EPISTEMOLOGICAL OBSTACLE
METACOGNITIVE VIGILANCE
TEACHING OF EVOLUTION
title_short Metacognitive regulation of essentialism in the teaching of evolution
title_full Metacognitive regulation of essentialism in the teaching of evolution
title_fullStr Metacognitive regulation of essentialism in the teaching of evolution
title_full_unstemmed Metacognitive regulation of essentialism in the teaching of evolution
title_sort Metacognitive regulation of essentialism in the teaching of evolution
dc.creator.none.fl_str_mv Pérez, Gastón Mariano
Gómez Galindo, Alma Adrianna
Gonzalez Galli, Leonardo Martin
author Pérez, Gastón Mariano
author_facet Pérez, Gastón Mariano
Gómez Galindo, Alma Adrianna
Gonzalez Galli, Leonardo Martin
author_role author
author2 Gómez Galindo, Alma Adrianna
Gonzalez Galli, Leonardo Martin
author2_role author
author
dc.subject.none.fl_str_mv ESSENTIALISM
METACOGNITION
EPISTEMOLOGICAL OBSTACLE
METACOGNITIVE VIGILANCE
TEACHING OF EVOLUTION
topic ESSENTIALISM
METACOGNITION
EPISTEMOLOGICAL OBSTACLE
METACOGNITIVE VIGILANCE
TEACHING OF EVOLUTION
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.3
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv Essentialism is a way of reasoning that implies assuming that the members of a group share an immutable essence, and that the variation among the members of the group is negligible. Although this way of reasoning is useful for people in their everyday lives, it may pose difficulties in the learning of scientific models, particularly those of evolutionary biology. Essentialism, understood as an epistemological obstacle, requires some didactic work encouraging the development of metacognitive vigilance, in other words, the awareness and regulation of this way of thinking. In this article, we will characterize the processes of metacognitive regulation of essentialism that took place during a didactic sequence to teach evolution. The sequence was implemented in a secondary school in Argentina with 80 students. We will present some of the possibilities and difficulties of carrying out metacognitive regulation of essentialism in biology classrooms. From the use of thematic analysis, we have found that students seem to regulate essentialism in an implicit way during discussions with their classmates, at both the individual and social levels. Moreover, in the case of evolution learning, we distinguished two types of specific regulations: the regulation of ‘typologism’ and that of ‘noise’. In this sense, we consider that essentialism is not regulated as a whole, but instead through some of its assumptions. This work will allow further thinking about the possibilities of promoting the metacognitive regulation of epistemological obstacles in biology classes.
Fil: Pérez, Gastón Mariano. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Centro de Formación e Investigación en Enseñanza de las Ciencias; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Gómez Galindo, Alma Adrianna. Instituto Politécnico Nacional. Centro de Investigación y de Estudios Avanzados. Departamento de Investigaciones Educativas.; México
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
description Essentialism is a way of reasoning that implies assuming that the members of a group share an immutable essence, and that the variation among the members of the group is negligible. Although this way of reasoning is useful for people in their everyday lives, it may pose difficulties in the learning of scientific models, particularly those of evolutionary biology. Essentialism, understood as an epistemological obstacle, requires some didactic work encouraging the development of metacognitive vigilance, in other words, the awareness and regulation of this way of thinking. In this article, we will characterize the processes of metacognitive regulation of essentialism that took place during a didactic sequence to teach evolution. The sequence was implemented in a secondary school in Argentina with 80 students. We will present some of the possibilities and difficulties of carrying out metacognitive regulation of essentialism in biology classrooms. From the use of thematic analysis, we have found that students seem to regulate essentialism in an implicit way during discussions with their classmates, at both the individual and social levels. Moreover, in the case of evolution learning, we distinguished two types of specific regulations: the regulation of ‘typologism’ and that of ‘noise’. In this sense, we consider that essentialism is not regulated as a whole, but instead through some of its assumptions. This work will allow further thinking about the possibilities of promoting the metacognitive regulation of epistemological obstacles in biology classes.
publishDate 2022
dc.date.none.fl_str_mv 2022-07
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/11336/223476
Pérez, Gastón Mariano; Gómez Galindo, Alma Adrianna; Gonzalez Galli, Leonardo Martin; Metacognitive regulation of essentialism in the teaching of evolution; Veritas Publications LTD; Interdisciplinary Journal of Environmental and Science Education; 18; 4; 7-2022; 1-16
2633-6537
CONICET Digital
CONICET
url http://hdl.handle.net/11336/223476
identifier_str_mv Pérez, Gastón Mariano; Gómez Galindo, Alma Adrianna; Gonzalez Galli, Leonardo Martin; Metacognitive regulation of essentialism in the teaching of evolution; Veritas Publications LTD; Interdisciplinary Journal of Environmental and Science Education; 18; 4; 7-2022; 1-16
2633-6537
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://www.ijese.com/article/metacognitive-regulation-of-essentialism-in-the-teaching-of-evolution-12223
info:eu-repo/semantics/altIdentifier/doi/10.21601/ijese/12223
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
application/pdf
dc.publisher.none.fl_str_mv Veritas Publications LTD
publisher.none.fl_str_mv Veritas Publications LTD
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
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