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
- Institución
- Consejo Nacional de Investigaciones Científicas y Técnicas
- OAI Identificador
- oai:ri.conicet.gov.ar:11336/223476
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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) instname:Consejo Nacional de Investigaciones Científicas y Técnicas |
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CONICET Digital (CONICET) |
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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 |
repository.mail.fl_str_mv |
dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar |
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1842269866949607424 |
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13.13397 |