Journal article
Authors list: Mavrikaki, Evangelia; Realdon, Giulia; Aivelo, Tuomas; Bajrami, Ani; Bakanay, Cicek Dilek; Beniermann, Anna; Blagojevic, Jelena; Butkeviciene, Egle; Cavadas, Bento; Cossu, Costantina; Cvetkovic, Dragana; Drobniak, Szymon M.; Durmus, Zelal Ozgur; Dvorakova, Radka Marta; Eens, Marcel; Eret, Esra; Eroglu, Seckin; Gazda, Malgorzata Anna; Georgiou, Martha; Gostling, Neil J.; Gregorcic, Tanja; Janstova, Vanda; Jenkins, Tania; Kervinen, Anttoni; Korfiatis, Konstantinos; Kuschmierz, Paul; Lendvai, Adam Z.; de Lima, Joelyn; Miri, Fundime; Nogueira, Teresa; Panayides, Andreas; Paolucci, Sylvia; Papadopoulou, Penelope; Pessoa, Patricia; Pinxten, Rianne; Rocha, Joana Rios; Sanchez, Andrea Fernandez; Siani, Merav; Sokoli, Elvisa; Sousa, Bruno; Stasinakis, Panagiotis K.; Torkar, Gregor; Valackiene, Asta; Varga, Mate; Vazquez, Ben Lucia; Yarden, Anat; Sa-Pinto, Xana
Publication year: 2024
Journal: International Journal of Science Education
ISSN: 0950-0693
eISSN: 1464-5289
DOI Link: https://doi.org/10.1080/09500693.2023.2293090
Publisher: Taylor and Francis Group
Abstract:
The contribution of school curricula to public understanding and acceptance of evolution is still mostly unknown, due to the scarcity of studies that compare the learning goals present in different curricula. To overcome this lack of data we analysed 19 school curricula (18 European and one from Israel) to study the differences regarding the inclusion of learning goals targeting evolution understanding. We performed a quantitative content analysis using the Framework for the Assessment of school Curricula on the presence of Evolutionary concepts (FACE). For each country/region we analysed what this educational system considered the minimum evolution education a citizen should get. Our results reveal that: (i) the curricula include less than half of the learning goals considered important for scientific literacy in evolution; (ii) the most frequent learning goals address basic knowledge of evolution; (iii) learning goals related with the processes that drive evolution are often not included or rarely mentioned; (iv) evolution is most often not linked to its applications in everyday life. These results highlight the need to rethink evolution education across Europe.
Citation Styles
Harvard Citation style: Mavrikaki, E., Realdon, G., Aivelo, T., Bajrami, A., Bakanay, C., Beniermann, A., et al. (2024) Evolution in European and Israeli school curricula - a comparative analysis, International Journal of Science Education. https://doi.org/10.1080/09500693.2023.2293090
APA Citation style: Mavrikaki, E., Realdon, G., Aivelo, T., Bajrami, A., Bakanay, C., Beniermann, A., Blagojevic, J., Butkeviciene, E., Cavadas, B., Cossu, C., Cvetkovic, D., Drobniak, S., Durmus, Z., Dvorakova, R., Eens, M., Eret, E., Eroglu, S., Gazda, M., Georgiou, M., ...Sa-Pinto, X. (2024). Evolution in European and Israeli school curricula - a comparative analysis. International Journal of Science Education. https://doi.org/10.1080/09500693.2023.2293090
Keywords
ACCEPTANCE; biology education; BIOLOGY TEACHERS; CHILDRENS; education policy; Evolution learning goals; MISCONCEPTIONS; NATURAL-SELECTION; STANDARDS; TEXTBOOKS
