Sentence examples for teacher evolution from inspiring English sources

Building upon this small body of work on teacher evolution education is challenging for several reasons.

Hence, specifically designed teacher evolution education courses seem to be the method of choice.

Because evidence of sustained knowledge and belief change is prerequisite to downstream classroom studies (e.g., impacts on student learning), retention of evolutionary knowledge improvements and acceptance change emerge as central, but previously unstudied, components of teacher evolution PD.

A high school student told me that, according to his Sunday school teacher, evolution explained the origin of humans as follows: "two gorillas mated and out came human beings".

A second limitation is that the study did not explore two important aspects of teacher evolution education that have significant downstream effects on student learning: (1) teachers' preferences for teaching evolution (e.g., Nehm and Schonfeld 2007; Griffith and Brem 2004) and (2) teachers' pedagogical content knowledge (e.g., Asghar et al. 2007; Großschedl et al. 2014).

For example, some studies reported that instructional treatments did not meaningfully affect teacher evolution acceptance levels, even in cases in which large learning gains were found (e.g., Nehm and Schonfeld 2007), whereas others have demonstrated significant changes in acceptance but not knowledge (e.g., Nadelson and Sinatra 2010).

This suggests that it is crucial to utilize empirically supported instruction and curriculum to effectively address teachers' evolution misconceptions and promote the development of accurate evolution knowledge prior to their entering service.

To determine the influence of the web-based instruction on the participating preservice teachers' evolution knowledge, they were asked to develop a lesson idea based on the tutorials they read.

The second major theme of research regarding K-12 teachers and evolution education is teacher's acceptance of evolution.

Some come armed with "Ten questions to ask your biology teacher about evolution," a document circulated on the Internet that highlights supposed weaknesses in evolutionary theory.

"Ten questions to ask your biology teacher about evolution," a document by Jonathan Wells, a senior fellow at the Discovery Institute, a Seattle-based group that advocates intelligent design, aims to highlight the weaknesses in evolutionary theory.