Η Διαφορετικότητα Βιολογίας και Φυσικής ως Διδακτικό Εργαλείο (και) στα Πλαίσια της {STEM} Διδασκαλίας

Citation:

Αθανασίου, Κυριάκος. Η Διαφορετικότητα Βιολογίας και Φυσικής ως Διδακτικό Εργαλείο (και) στα Πλαίσια της {STEM} Διδασκαλίας. Πανελλήνιο Συνέδριο της Διδακτικής των Φυσικών Επιστημών και Νέων Τεχνολογιών στην Εκπαίδευση, 2025, 14. Copy at http://www.tinyurl.com/29dahshp

Abstract:

The paper is an attempt to constructively use the differences between Science, led by Physics, on one hand and Biology on the other. More specifically, the common framework of STEM teaching is encouraged as a teaching tool for teaching concepts related to the epistemology of the two disciplines, through their epistemological differences. As such disparities, the following are proposed: The existence of a unifying theory in their teaching, and the absence of "universal" laws in Biology. Furthermore, the dissimilar roles played among them by the experiment, mathematics and history. In addition, it is commended the difference in the meanings of the concepts "Social Implications" and "Social Science", together with the meaning of the essentialism in Physics, as opposed to the non-typological "population perspective" in Biology, where the endless, random errors and deviations (mutations) are the universal driving force, that prevails behind all biological phenomena.

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Recent Publications

Η Διαφορετικότητα Βιολογίας και Φυσικής ως Διδακτικό Εργαλείο (και) στα Πλαίσια της {STEM} Διδασκαλίας

Citation:

Αθανασίου, Κυριάκος. Η Διαφορετικότητα Βιολογίας και Φυσικής ως Διδακτικό Εργαλείο (και) στα Πλαίσια της {STEM} Διδασκαλίας. Πανελλήνιο Συνέδριο της Διδακτικής των Φυσικών Επιστημών και Νέων Τεχνολογιών στην Εκπαίδευση, 2025, 14. Copy at http://www.tinyurl.com/29dahshp

Abstract:

The paper is an attempt to constructively use the differences between Science, led by Physics, on one hand and Biology on the other. More specifically, the common framework of STEM teaching is encouraged as a teaching tool for teaching concepts related to the epistemology of the two disciplines, through their epistemological differences. As such disparities, the following are proposed: The existence of a unifying theory in their teaching, and the absence of "universal" laws in Biology. Furthermore, the dissimilar roles played among them by the experiment, mathematics and history. In addition, it is commended the difference in the meanings of the concepts "Social Implications" and "Social Science", together with the meaning of the essentialism in Physics, as opposed to the non-typological "population perspective" in Biology, where the endless, random errors and deviations (mutations) are the universal driving force, that prevails behind all biological phenomena.

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TEACHING THE AGE OF THE EARTH USING ChatGPT

Citation:

Kouzas, D. ; Athanasiou}, {K. University of Ioannina: Preveza-Greece, 2025. Copy at http://www.tinyurl.com/2xpluvhr

Abstract:

The rapid advancement of artificial intelligence (AI) and its integration into education create newopportunities for teaching natural sciences, offering dynamic tools that enhance the learning process. Thisstudy explores the use of ChatGPT as a support tool for teaching the age of the Earth in secondary education.Specifically, it presents a teaching scenario that combines active inquiry, collaborative learning, and criticalthinking, enabling students to interact with ChatGPT for searching, processing, and evaluating scientificinformation.The methodology is based on a blended learning model, which combines traditional teaching withtechnology. In this approach, students formulate questions, analyze responses, and compare ChatGPT’sinformation with established scientific sources. Additionally, the study investigates the challenges associatedwith AI use in education, such as the need for digital literacy, information reliability, and the role of teachersas mediators in the learning process. The proposed teaching scenario consists of three parts: 1. Introductoryteaching, where fundamental concepts about the age of the Earth and scientific dating methods are presented.2. Interaction with ChatGPT, where students organized into groups, pose questions, search for answers, andevaluate the information received. 3. Evaluation and feedback to compare learning progress and explorestudents' experience of using the tool.The quantitative analysis of the research is based on the following data collection tools: Pre-test andpost-test, measuring students’ cognitive development before and after using ChatGPT. Likert-scalequestionnaires to capture students' experience and their perception of the reliability and usefulness of suchtools. Statistical data analysis, extracting conclusions about the effectiveness of integrating ChatGPT intoteaching practices.It was concluded that the use of ChatGPT enhanced learning engagement, encouraged an enquiryapproach and the development of students' critical thinking. Through statistical analysis of the data, it wasconcluded that it improved the cognitive level and the degree of understanding of the concepts. However, ithighlights the need for appropriate pedagogical guidance and educational policy to ensure the proper use ofsuch AI tools in the educational process.Keywords: Artificial Intelligence, Education 4.0, ChatGPT, Age of the Earth
(PDF) TEACHING THE AGE OF THE EARTH USING ChatGPT. Available from: https://www.researchgate.net/publication/392575642_TEACHING_THE_AGE_OF_THE_EARTH_USING_ChatGPT?channel=doi&linkId=68493f906b5a287c304a6fa1&showFulltext=true [accessed Sep 24 2025].

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School {Health} {Education} and {Teachers}’ {Preservice} {Training}: {The} {Case} of {Greece}

Citation:

Soultatou, P. ; Athanasiou, K. Education Sciences 2024, 14, 483. Copy at http://www.tinyurl.com/299xhms3

Abstract:

Background: School health education (SHE) serves as a primary pedagogical aspect of public health. This study aims to explore the curricula of preservice schoolteachers, examining whether graduate courses in Greek universities include SHE, how it is structured, and whether critical pedagogy principles are integrated. Methods: A corpus of n = 21 documents was compiled, encompassing all educational departments in Greek higher education, including Departments of Early Childhood Education and Care (n = 3), Departments of Preschool Education (n = 9), and Departments of Primary Education (n = 9). Results: Content analysis revealed the presence of SHE in 11 out of 21 educational departments. Thematic analysis uncovered significant variability in the curricula, with greater emphasis placed on health-related topics rather than the methodologies and values of SHE. Critical pedagogy principles were not explicitly evident in the curricula, while a persistent biomedical orientation left little room for the development of concepts related to social justice. Conclusions: This study represents the first of its kind in Greece and among the few internationally to examine preservice training for schoolteachers in SHE. The findings underscore the need for revisions to align with the key lessons learned from the major public health crisis of the COVID-19 pandemic. It is imperative to acknowledge that vulnerabilities have been exacerbated, and inequalities widened, necessitating a reassessment of current approaches to health education within teacher training programs.

Μελετώντας τη Σχέση Αποδοχής και Κατανόησης της Θεωρίας της Εξέλιξης μέσω Φυσικής Επιλογής σε σχέση με τη Γνώση της Φύσης της Επιστήμης: Η Περίπτωση των Ελλήνων εκπαιδευτικών.

Citation:

Antonatou, C. M. ; Mavrikaki, E. ; Athanasiou, K. Μελετώντας τη Σχέση Αποδοχής και Κατανόησης της Θεωρίας της Εξέλιξης μέσω Φυσικής Επιλογής σε σχέση με τη Γνώση της Φύσης της Επιστήμης: Η Περίπτωση των Ελλήνων εκπαιδευτικών.. Μελετώντας τη Σχέση Αποδοχής και Κατανόησης της Θεωρίας της Εξέλιξης μέσω Φυσικής Επιλογής σε σχέση με τη Γνώση της Φύσης της Επιστήμης: Η Περίπτωση των Ελλήνων εκπαιδευτικών. , 2024, 20-23. Copy at http://www.tinyurl.com/2dqyz5nu

Abstract:

The present study aims to investigate questions related, on one hand, to the degree of familiarity that SecondaryScience Education teachers show with the Nature of Science and, on the other hand, to their understanding ofthe Theory of Evolution through Natural Selection. To what extent, e.g. better Epistemological Adequacy(knowledge of the Nature of Science) can influence the understanding and acceptance of the Evolution Theorythrough Natural Selection. Employing a closed-ended electronic questionnaire, the epistemologicalperceptions, understanding, and knowledge of the Evolution Theory via natural selection were assessed amonga cohort of 200 secondary education educators who teach or have taught biology-related subjects. The analysisreveals a positive correlation between epistemological adequacy and the acceptance and understanding ofevolutionary theory via natural selection.
(12) (PDF) Μελετώντας τη Σχέση Αποδοχής και Κατανόησης της Θεωρίας της Εξέλιξης μέσω Φυσικής Επιλογής σε σχέση με τη Γνώση της Φύσης της Επιστήμης: Η Περίπτωση των Ελλήνων εκπαιδευτικών. Περίληψη. Available from: https://www.researchgate.net/publication/381341712_Meletontas_te_Schese_Apodoches_kai_Katanoeses_tes_Theorias_tes_Exelixes_meso_Physikes_Epiloges_se_schese_me_te_Gnose_tes_Physes_tes_Epistemes_E_Periptose_ton_Ellenon_ekpaideutikon_Perilepse?channel=doi&linkId=6669d54185a4ee7261bf2034&showFulltext=true#fullTextFileContent [accessed Jun 12 2024].

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NOS as part of the Conceptual Ecology of Evolution Teaching and Learning among Greek Students and Science Teachers

Citation:

Athanasiou, M., ; Charis-Marina, A. ; Mavrikaki, E. J Biomed Res Environ Sci. 2024, 5, 729-736. Copy at http://www.tinyurl.com/276gkcgn

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nos_jbres1948.pdf

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The aim of this study was to investigate whether an epistemological adequacy (knowledge of the Nature of Science, NOS) contributes to a better understanding and the acceptance of the Theory of Evolution by Natural Selection (ThENS). It was performed in two parts with the help of two questionnaires: 1. with students of Education, with a minimum familiarity to ThENS and NOS, before and after the application of a general biology course, and 2. with 200 Science Education teachers of various specialties who teach or have taught biology-related subjects. The education students showed some moderate levels of profi ciency regarding NOS that was improved statistically signifi cantly, even after a limited teaching intervention. An interesting founding was that, while their understanding of the ThENS was not very much improved by the course, it was found a positive correlation between their NOS familiarity and acceptance of evolution. As for the Science teachers, besides the above queries, some other variables were additionally investigated: E.g. to what extent, a better Epistemological Adequacy (knowledge of the Nature of Science) can infl uence their understanding and acceptance of the ThENS, or whether this affi liation could have been affected by their college or university instruction. The results showed a positive correlation between their epistemological adequacy and the acceptance and understanding of ThENS.

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Thought experiments in science education: The case of watermovement in tracheophyte plants in the gravity conditions ofmoon

Citation:

Athanasiou, K. ; Douros, S. AQUADEMIA 2024, 8, ep24006. Copy at http://www.tinyurl.com/287lyu6r

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thought-experiments-in-science-education-the-case-of-water-movement-in-tracheophyte-plants-in-the-14991.pdf

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Abstract:

The work is part of a larger project of teaching interdisciplinary teaching of physics concepts in biology within the science education class. It concerns the application of a thought experiment (ThE) about the movement of water in tracheophytes under different gravity conditions, i.e., the behavior of plants on another planet, for
example the Moon or Mars. The ThE was designed and implemented in a science class of 25 students who were instructed to perform it in a simulation environment using a software file that we created with the help of Interactive Physics software. The evaluation of the ThE carried out with a written questionnaire showed that the
use of such educational procedures can significantly help students to better understand the concepts related to capillary phenomena, the way water is transported to plants from roots to leaves and, generally, to contribute to
the interdisciplinary teaching of physics concepts in modules related to the teaching of biological phenomena and functions.

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Σχεδιασμός, Υλοποίηση και Αξιολόγηση ενός Μαθήματος Αγωγής Υγείας με στόχο τον Επιστημονικό Αλφαβητισμό των Μελλοντικών Εκπαιδευτικών κα

Citation:

Αθανασίου}, {Κυριάκος. 2023. Copy at http://www.tinyurl.com/2do9ghv9

Notes:

Publisher: Unpublished

Διδάσκοντας τη Βιολογία ως Κοινωνική Επιστήμη με την Εξέλιξη μέσω Φυσικής Επιλογής (ΕμΦΕ) ως την Ενοποιητική της Θεωρία: Καταθέτοντας την ε

Citation:

Athanasiou}, {K. Διδάσκοντας τη Βιολογία ως Κοινωνική Επιστήμη με την Εξέλιξη μέσω Φυσικής Επιλογής (ΕμΦΕ) ως την Ενοποιητική της Θεωρία: Καταθέτοντας την ε; UoA: Athens, 2023. Copy at http://www.tinyurl.com/29v3j3vn

Abstract:

Με αφορμή τη συμπλήρωση 35 χρόνων λειτουργίας του, το Τμήμα Εκπαίδευσης και Αγωγής στην Προσχολική Ηλικία οργάνωσε ημερίδα με θέμα: "ΤΕΑΠΗ 1984-2023: αναπτύσσοντας το διεπιστημονικό πεδίο της εκπαίδευσης των εκπαιδευτικών". Στην ημερίδα, παρουσίασα εισήγηση στην οποία περιγράφεται η εμπειρία της διδασκαλίας ενός εισαγωγικού μαθήματος Βιολογίας, το οποίο η Θεωρία τξς Εξέλιξης μέσω Φυσικής Επιλογής συνιστά τη βάση ή το Παράδειγμα πάνω στο οποίο δομείται το μάθημα.

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Publisher: Unpublished

Publisher's Version

Η ομορφιά του λάθους στη Βιολογία: Το λάθος ως βιολογική και ως διδακτική διαδικασία

Citation:

Αθανασίου, Κυριάκος. Η ομορφιά του λάθους στη Βιολογία: Το λάθος ως βιολογική και ως διδακτική διαδικασία. 13o Πανελλήνιο Συνέδριο της Διδακτικής των Φυσικών Επιστημών και Νέων Τεχνολογιών στην Εκπαίδευση, 2023. Copy at http://www.tinyurl.com/23jeo2mw

Abstract:

Στην εισήγηση γίνεται προσπάθεια ανεύρεσης του σημείου συνάντησης της Γενετικής με την Διδασκαλία της Βιολογίας με σημείο καμπής την έννοια του λάθους. Σχολιάζεται: Α) σημασία του σφάλματος (μεταλλάξεων) ως κομβικού σημείου της Εξέλιξης μέσω Φυσικής Επιλογής (ΕμΦΕ). Β) Η σημασία των λαθών ως ΕΙ των μαθητών στη διδακτική των ΦΕ/Βιολογίας. Γ) Η σπουδαιότητα της Διδακτικής των ΦΕ ως σημείου συνάντησης δύο εκ διαμέτρου αντίθετων κόσμων: του κόσμου της Φυσικής, όπου ο Δημιουργός «δεν παίζει ζάρια», με εκείνον της Βιολογίας, στον οποίο είναι το αγαπημένο Του παιχνίδι.

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Darwin and Newton- Lives (Not) parallel

Citation:

Athanasiou, K. Darwin and Newton- Lives (Not) parallel. Researchgate, DOI: 10.13140/RG.2.2.24607.53928, 2023. Copy at http://www.tinyurl.com/25jhgbgk

Abstract:

Darwin and Newton: Lives (Non) Parallels. On the 20th of March, we are to honor the death of Isaac Newton as we celebrated previously, Darwin's Day in middle February. Much has been written about their work, but I just want to remind that in 1859 Darwin published his findings in the book "The Origin of Species", arguing that the species of living organisms do not remain unchanged, as Aristotle and the book of Genesis argued, but have a common origin and through natural selection evolve over millennia. This position generated strong reactions from the first moment, mainly from the Church, who believes that the creation of the world is the result of Divine Grace. Darwin was labeled an atheist and mocked as a descendant of monkeys, while some of his supporters were dragged to court (Trial of the Apes). Today, more than a century after his death, the scientific community has accepted his theory, which has since been verified through numerous observations and newer discoveries. A recent visit to the Mausoleum at Westminster in London made me think and led me to write this text

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From Thermopiles to Marathon: Teaching the theory of evolution through a short tour to paleontology of Greece

Citation:

Athanasiou, K. Aquademia 2023, 7, ep23003. Copy at http://www.tinyurl.com/ynxr9cbf

Abstract:

The present work is an attempt at a bibliographic overview in the field of paleontology and specifically in the field of fossils regarding their value and connection with history and mythology, and how it has been used to teach theory of evolution through natural selection (TENS) in a university course. To make our case, we use as our paradigm two well-known historical locations of Greece, namely Thermopiles and Marathon. The area of Marathon includes the location of Pikermi, which is very well known for its fossils that historically have been one of the first locations rich in fossils that have been studied so extensively. Before we make a short tour of other similar locations of the Greek peninsula that are good cases for teaching evolution using paleontology, we present an example of how fossils can be formed via sedimentation. For that, we are using the case of Thermopile, while in antiquity was chosen as the field of the famous battle as it was a very narrow strip of land between the mountain and the sea, nowadays, due to sedimentary alluvial deposits, has become a rather large field. To make the reader familiar with the fossils found around Greece and their topology, we present a short tour and some history about the fossils found throughout its territory. And finally, we argue about how the fossils and the museum education could be used to prepare the pupils for first contact with TENS.

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Teaching Evolution as the Unifying Theory of Biology via a University Course: Re-Count of a Praxis

Citation:

Athanasiou, K. Interdisciplinary Journal of Environmental and Science Education 2022, 18, e2275. Copy at http://www.tinyurl.com/2bqj3rx8

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teaching-evolution-as-the-unifying-theory-of-biology-via-a-university-course-re-count-of-a-praxis-11976.pdf

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ABSTRACT: The aim of the presentation is to discuss the findings of a series of research projects that we have been carried out with various groups of students in the University of Athens and concern the teaching of biology by means of evolution through natural selection (THES). In the article it is discussed the conclusions after teaching a biology course based on evolution as the unifying theory, while at the same time more general issues are raised: Is it, for example, a realistic goal to teach biology by means of this kind of teaching? Secondly, what is the usefulness of such a perspective. Which was studied by quantitative and qualitative studies on the conceptual ecology (CE) of the evolution of Greek students. The latter showed the value of this kind of approach in the acceptance and understanding of the THES, as part of students’ CI. Thirdly, ccomparative studies with beginners and advanced students in terms of evolution education showed, that, merely teaching evolution within a course, even if the latter is based on the THES, it is not enough to make someone in-depth connoisseur. It seems that to be acquainted with it to more depth the learners need to go through two stages: in the first, they may move from the stage of owing Aristotelian views of the issue, i.e., from typology, to the early “Darwinian” ones. And they need to go through a second one, where via, in-depth educational training, they might move to the next, namely, the population view of thinking.

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Environmental Health issues: an imperative need for scientific literacy.

Citation:

Athanasiou, K. Eurasian Journal of Science andEnvironmental EducationVolume 10, Issue 2, 51 - 61 2021. Copy at http://www.tinyurl.com/2bza7n8h

Abstract:

The aim of this paper is to highlight issues of scientific literacy that characterize the Greek society in environmental and health issues, and the need to integrate the Teaching of Science and Biology with Health and Environmental Education. This is accomplished by the means of presentation of previous examples from the literature and through the presentation of studies of my own, as well. Thus, it is indicated that this and of course, other societies are characterized by a significant deficit in the familiarity with these matters. Next, I make a historical and personal appraisal on the evolution of the field of environmental health and genetics and try to make some review on its history, due to having the privilege of experiencing close correlation with it almost on its birth. Lastly, it is presented, a proposal for a university course adapted to the needs of present and future teachers combined to its evaluation. The latter was made through a questionnaire and the response of 153 students of education that highly rated the course as it was shown on the Likert scale. All this reveals emphatically the need for integrating the field of Environmental Health Education to Science and Biology teaching. Keywords: course, environmental health, health education, scientific literacy

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"ΑΠΟ ΤΗ ΡΩΜΙΟΣΥΝΗ ΣΤΑ ΛΙΑΝΟΤΡΑΓΟΥΔΑ"

Citation:

Αθανασίου, Κυριάκος. "ΑΠΟ ΤΗ ΡΩΜΙΟΣΥΝΗ ΣΤΑ ΛΙΑΝΟΤΡΑΓΟΥΔΑ"; 1st ed.; Evmaroslibro: Athens, 2021; pp. 140. Copy at http://www.tinyurl.com/y6fa68tk

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apo_ti_romiosyni_sta_lianotragoyda_.docx

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Abstract:

ΑΠΟ ΤΗ ΡΩΜΙΟΣΥΝΗ ΣΤΑ ΛΙΑΝΟΤΡΑΓΟΥΔΑ Μία βιωματική αναδρομή στην πορεία των ανθρώπων της μετεμφυλιακής γενιάς με αφορμή τραγούδια του Μ. Θεοδωράκη

Το βιβλίο φιλοδοξεί να αποτελέσει μία συνέχεια του προηγούμενου βιβλίου του συγγραφέα με τίτλο «Υιός Συμμορίτου», το οποίο θεωρείται πλέον βιβλίο αναφοράς σε ότι αφορά στα βιώματα της γενιάς των επιγόνων του Ελληνικού Εμφυλίου.

Με πρόσχημα 20 τραγούδια του Μίκη Θεοδωράκη που χρησιμεύουν ως σημεία αναφοράς ή αναδρομής, περιγράφονται 20 διαφορετικά περιστατικά, από τη ζωή του συγγραφέα. Τα περιστατικά αυτά, καλύπτουν πέντε σημαντικές περιόδους που βίωσε η γενιά αυτή, ξεκινώντας από τα πρώτα μετεμφυλιακά χρόνια:

Παιδικά και χρόνια της εφηβείας.

Φοιτητικά χρόνια.

Δικτατορία και χρόνια του στρατού.

Περίοδος της μετανάστευσης.

Επιστροφή στην Ελλάδα- πρώτα χρόνια της Μεταπολίτευσης.

Publisher's Version

Use of the Evolution of Nervous System as a tool for Teaching of Evolution through Natural Selection

Citation:

Athanasiou, K. $\upsilon$$\rho$$ıota$$\acute{\alpha}$$ąppa$o$ς$; Petromelidis, V. European Journal of Health and Biology Education, 2020, 9, 29–36. Copy at http://www.tinyurl.com/2dolt74s

DARWIN AND RELIGIOCITY (On the occasion of World Darwin Day)

Citation:

Athanasiou, K. DARWIN AND RELIGIOCITY (On the occasion of World Darwin Day). EFSYN, 2020. Copy at http://www.tinyurl.com/2bskex7e

Abstract:

Darwin's Day has been celebrated, worldwide, a few weeks ago. This communication does not intend to address Darwin's scientific views, but aims to focus on his religious beliefs and, above all, on the reasons why Darwin was led to reject religion. Which, in the opinion of the writer, it is not related to his scientific views, i.e. the Theory of Evolution through Natural Selection but, mainly, with reasons that go back to the field of Ethics in the broad sense, and to logical considerations, as well.

Publisher's Version

Use of the Evolution of Nervous System as a tool for Teaching of Evolution through Natural Selection

Citation:

Athanasiou, K. ; Petromelidis, V. European Journal of Health and Biology Education, 2020, 9, 29-36. Copy at http://www.tinyurl.com/253ho5x8

Abstract:

The paper presents the design, implementation and evaluation of a teaching intervention for the teaching of Evolution. This is carried out through an evolution-based investigation activity of the nervous system from Protozoan to Humans. Specifically, students were able to follow two main evolutionary pathways related to the Nervous system. In the first place, they were familiarized with a march of the Nervous System (NS) from Protozoans to Vertebrates and from Fishes to Humans. In a second stage they studied and compared the difference between the development of Spatial Memory and Hippocampus between polygamous mice and taxi drivers of NY city. I.e. they were faced with a case of adaptation in a Darwinian evolution way in contrast to a Lamarckian case of an acquired trait. The results of two studies concerning the increased size of the Hippocampus as a result of the impact of the environment and as an adaptive characteristic of reproductive and survival strategies are given to students who are invited to investigate whether this characteristic is inherited or not in the two cases. In addition to the main question, individual concepts of Evolution through Natural Selection and Neurobiology are explored. Teaching intervention is a proposal for the teaching of basic concepts of Evolution through the promotion of the idea of using the Evolution by Natural Selection as the Unifying Theory of Biology. The results show a statistically significant

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DARWINISM AND RELIGIOCITY (On the occasion of World Darwin Day)

Citation:

Athanasiou, K. DARWINISM AND RELIGIOCITY (On the occasion of World Darwin Day); 2020. Copy at http://www.tinyurl.com/23zav7g9

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darwin_and_religiocity.docx

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Report Date:

Feb.2022

Abstract:

Darwin's Day has been celebrated, worldwide, a few weeks ago. Indeed, Darwin was born on February 12, 1809 and died on April 19, 1882. Darwin's work and contribution to world thinking have been written and will continue to be written, since his contribution to global way of thinking and culture is incalculable. As he has changed the human perspective on the nature of creation and the driving force behind it. This article does not intend to address Darwin's scientific views, but aims to focus on his religious beliefs and, above all, on the reasons why Darwin was led to reject religion. Which, in the opinion of the writer, it is not related to his scientific views, i.e. the Theory of Evolution through Natural Selection but, mainly, with reasons that go back to the field of Ethics in the broad sense, and to logical considerations, as well.

Publisher's Version

The ‘Geological Argument’as an instrument for the acceptance of the Theory of Evolution among Greek Science Teachers

Citation:

Katakos, S. ; Athanasiou, K. J Genet Cell Biol 2020, 3, 183–6. Copy at http://www.tinyurl.com/2bssate6

Abstract:

This paper examines the significance of 'geological argument' (age of earth, geological changes, stromatography, fossils) in the process of accepting the Theory of Evolution by Natural Selection (TENS), by Greek teachers that teach biology. It is a part of a wider research process, examining the conceptual ecology of evolution. That would be the most relevant terminology relating to the TENS (acceptance, understanding, opinions on the nature of science, way of thinking, religiosity) and their interconnectedness. The research was mainly quantitative, and it has been performed by the use of a closed-ended questionnaire. In addition, we used a qualitative methodology through semi-structured interviews, in order to deepen and interpret the findings of the quantitative method. The results show that there appears to occur an especially high acceptance of the TENS amongst geologists that teach biology in secondary education, compare to similar teachers of science. A finding that may lead to the conclusion that the "geological arguments" are especially strong in the process of accepting the TENS and suggest that they might, therefore, be used more often in the teaching of evolution.

Publisher's Version

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Citation:

A$þeta$$\alpha$$ν$$\alpha$$\sigma$$\acuteıota}$o$\upsilon$, K. $\upsilon$$\rho$$ıota$$\acute{\alpha}$$ąppa$o$ς$. 10442/16078 2018, 00–20. Copy at http://www.tinyurl.com/2jpb3umg

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Em. Professor

National and Kapodistrian University of Athens
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kathanas@ecd.uoa.gr

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