Evolution content in school textbooks: data from eight European countries

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11310%2F24%3A10485914" target="_blank" >RIV/00216208:11310/24:10485914 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/00216208:11410/24:10485914

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=449Z2sYHXa" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=449Z2sYHXa</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1186/s12052-024-00203-2" target="_blank" >10.1186/s12052-024-00203-2</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Evolution content in school textbooks: data from eight European countries

Popis výsledku v původním jazyce

Background: Evolution is a unifying theme in biology and its understanding is essential to address sustainability problems. However, many people across the world do not understand evolution. Textbooks are among the most widely used educational resources and the way they depict evolution may greatly impact students&apos; scientific literacy in evolution. In this paper we investigate which evolution concepts are addressed in European science textbooks, from the 1st to the 9th grade. A content analysis using the &apos;Framework for the Assessment of school Curricula on the presence of Evolutionary concepts&quot;, was performed on textbooks from eight European countries: Belgium, Cyprus, Czech Republic, Greece, Italy, Netherlands, Portugal and Slovenia. At least two experienced coders per country independently analysed the texts, images and activities, discussed the results and reached a final consensus. Results: Our results show that textbooks lack or rarely address concepts considered important for evolution understanding, notably the processes driving evolution and their daily life implications, limiting opportunities for education for sustainability. Conclusions: We recommend that science textbooks emphasize evolution and its processes since the first school years. This recommendation is particularly relevant for the analysed textbooks from Cyprus and Belgium, that cover less than 45% of the concepts important to evolution literacy.

Název v anglickém jazyce

Evolution content in school textbooks: data from eight European countries

Popis výsledku anglicky

Background: Evolution is a unifying theme in biology and its understanding is essential to address sustainability problems. However, many people across the world do not understand evolution. Textbooks are among the most widely used educational resources and the way they depict evolution may greatly impact students&apos; scientific literacy in evolution. In this paper we investigate which evolution concepts are addressed in European science textbooks, from the 1st to the 9th grade. A content analysis using the &apos;Framework for the Assessment of school Curricula on the presence of Evolutionary concepts&quot;, was performed on textbooks from eight European countries: Belgium, Cyprus, Czech Republic, Greece, Italy, Netherlands, Portugal and Slovenia. At least two experienced coders per country independently analysed the texts, images and activities, discussed the results and reached a final consensus. Results: Our results show that textbooks lack or rarely address concepts considered important for evolution understanding, notably the processes driving evolution and their daily life implications, limiting opportunities for education for sustainability. Conclusions: We recommend that science textbooks emphasize evolution and its processes since the first school years. This recommendation is particularly relevant for the analysed textbooks from Cyprus and Belgium, that cover less than 45% of the concepts important to evolution literacy.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Evolution: Education and Outreach

ISSN

1936-6426

e-ISSN

1936-6434

Svazek periodika

17

Číslo periodika v rámci svazku

09 July 2024

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

16

Strana od-do

11

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85198131765