The eventual goal of this research is to describe the process of concept negotiation, its role in learning, as well as provide an understanding of factors that allow for and prevent instances of concept negotiation during small group work. Specifically, we are focusing on the interactions of conceptions of teaching, learning, and the role of disciplinary knowledge and how these conceptions do or do not undergo change. From this analysis, we hope to propose a model of factors that impact reform based teaching. We intend to make suggestions regarding how to promote conceptual change about biological evolution through heightening students' awareness of current conceptions of NOS and their own epistemological beliefs. International Journal of Science Education.
Evolution is a complex subject that has multiple levels of explanation.
Unfortunately both answers are linked and provide support to the success of the resulting adaptation. From this study, we argue that the question how does it happen should be added to every science educator's list. This study explores two differing perspectives of the nature of students' biological knowledge structures, conceptual frameworks and p-prims. Students from four grade levels and from three regions of the United States were asked to explain a variety of biological phenomena. The results were interpreted from both perspectives of knowledge structures.