<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Athanasiou, Kyriacos</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Contrasting biology and physics in science education: Emphasizing the central role of evolution in teaching</style></title><secondary-title><style face="normal" font="default" size="100%">Eurasia Journal of Mathematics, Science and Technology Education</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2026</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://dx.doi.org/10.29333/ejmste/18074</style></url></web-urls></urls><number><style face="normal" font="default" size="100%">3</style></number><publisher><style face="normal" font="default" size="100%">Modestum Ltd</style></publisher><volume><style face="normal" font="default" size="100%">22</style></volume><pages><style face="normal" font="default" size="100%">em2799</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;div class=&quot;col-12 pt-2&quot;&gt;
&lt;div class=&quot;article-abstract&quot;&gt;
&lt;h3&gt;Abstract&lt;/h3&gt;
&lt;p&gt;This work aims to constructively use the differences between physics, as a typical representative branch of science, and biology, to enhance science education. It advocates for the use of a common science, technology, engineering, and mathematics teaching framework as a pedagogical tool for conveying concepts related to the epistemology of these two disciplines, highlighting their epistemological distinctions. Notable disparities include the absence of “universal” laws in biology, combined with the presence of a unifying theory in its instruction. Additionally, the differing roles of experimentation, mathematics, and history in these fields are examined. The text also addresses the distinction between the concepts of “social implications” and “social science,” alongside a discussion of essentialism in physics compared to the non-typological “population perspective” in biology, where the constant interplay of random errors and mutations serves as the universal driving force behind all biological phenomena.&lt;/p&gt;
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&lt;div class=&quot;keywords&quot;&gt;
&lt;h3&gt;Keywords&lt;/h3&gt;
&lt;ul&gt;
&lt;li&gt;&lt;a href=&quot;https://www.ejmste.com/keyword/differences&quot;&gt;differences&lt;/a&gt;&lt;/li&gt;
&lt;li&gt;&lt;a href=&quot;https://www.ejmste.com/keyword/physics/biology&quot;&gt;physics/biology&lt;/a&gt;&lt;/li&gt;
&lt;li&gt;&lt;a href=&quot;https://www.ejmste.com/keyword/didactics&quot;&gt;didactics&lt;/a&gt;&lt;/li&gt;
&lt;li&gt;&lt;a href=&quot;https://www.ejmste.com/keyword/NOS&quot;&gt;NOS&lt;/a&gt;&lt;/li&gt;
&lt;/ul&gt;
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