Creationism as a misconception: socio-cognitive conflict in the teaching of evolution
This position paper argues that students' understanding and acceptance of evolution may be supported, rather than hindered, by classroom discussion of creationism. Parallels are drawn between creationism and other scientific misconceptions, both of the scientific community in the past and of st...
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| Format: | Article |
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Taylor and Francis Group
2012
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| Online Access: | https://eprints.nottingham.ac.uk/2464/ |
| _version_ | 1848790792097759232 |
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| author | Foster, Colin |
| author_facet | Foster, Colin |
| author_sort | Foster, Colin |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | This position paper argues that students' understanding and acceptance of evolution may be supported, rather than hindered, by classroom discussion of creationism. Parallels are drawn between creationism and other scientific misconceptions, both of the scientific community in the past and of students in the present. Science teachers frequently handle their students' misconceptions as they arise by offering appropriate socio-cognitive conflict, which highlights reasons to disbelieve one idea and to believe another. It is argued that this way of working, rather than outlawing discussion, is more scientific and more honest. Scientific truth does not win the day by attempting to deny its opponents a voice but by engaging them with evidence. Teachers can be confident that evolution has nothing to fear from a free and frank discussion in which claims can be rebutted with evidence. Such an approach is accessible to children of all ages and is ultimately more likely to drive out pre-scientific superstitions. It also models the scientific process more authentically and develops students' ability to think critically. |
| first_indexed | 2025-11-14T18:18:14Z |
| format | Article |
| id | nottingham-2464 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| last_indexed | 2025-11-14T18:18:14Z |
| publishDate | 2012 |
| publisher | Taylor and Francis Group |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-24642020-05-04T20:21:21Z https://eprints.nottingham.ac.uk/2464/ Creationism as a misconception: socio-cognitive conflict in the teaching of evolution Foster, Colin This position paper argues that students' understanding and acceptance of evolution may be supported, rather than hindered, by classroom discussion of creationism. Parallels are drawn between creationism and other scientific misconceptions, both of the scientific community in the past and of students in the present. Science teachers frequently handle their students' misconceptions as they arise by offering appropriate socio-cognitive conflict, which highlights reasons to disbelieve one idea and to believe another. It is argued that this way of working, rather than outlawing discussion, is more scientific and more honest. Scientific truth does not win the day by attempting to deny its opponents a voice but by engaging them with evidence. Teachers can be confident that evolution has nothing to fear from a free and frank discussion in which claims can be rebutted with evidence. Such an approach is accessible to children of all ages and is ultimately more likely to drive out pre-scientific superstitions. It also models the scientific process more authentically and develops students' ability to think critically. Taylor and Francis Group 2012-09 Article PeerReviewed Foster, Colin (2012) Creationism as a misconception: socio-cognitive conflict in the teaching of evolution. International Journal of Science Education, 34 (14). pp. 2171-2180. ISSN 0950-0693 Creationism Evolution Socio-cognitive conflict Misconceptions Classroom discussion http://www.tandfonline.com/doi/pdf/10.1080/09500693.2012.692102 doi:10.1080/09500693.2012.692102 doi:10.1080/09500693.2012.692102 |
| spellingShingle | Creationism Evolution Socio-cognitive conflict Misconceptions Classroom discussion Foster, Colin Creationism as a misconception: socio-cognitive conflict in the teaching of evolution |
| title | Creationism as a misconception: socio-cognitive conflict in the teaching of evolution |
| title_full | Creationism as a misconception: socio-cognitive conflict in the teaching of evolution |
| title_fullStr | Creationism as a misconception: socio-cognitive conflict in the teaching of evolution |
| title_full_unstemmed | Creationism as a misconception: socio-cognitive conflict in the teaching of evolution |
| title_short | Creationism as a misconception: socio-cognitive conflict in the teaching of evolution |
| title_sort | creationism as a misconception: socio-cognitive conflict in the teaching of evolution |
| topic | Creationism Evolution Socio-cognitive conflict Misconceptions Classroom discussion |
| url | https://eprints.nottingham.ac.uk/2464/ https://eprints.nottingham.ac.uk/2464/ https://eprints.nottingham.ac.uk/2464/ |