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].

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, forexample 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 theuse 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 tothe interdisciplinary teaching of physics concepts in modules related to the teaching of biological phenomena and functions.

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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$Σ$$\alpha$$\chi$$\acuteıota}$$ν$$η$, E. $\acuteν$$η$; K$\upsilon$$π$$\rho$$ıota$$\alpha$$ν$$\acuteıota}$$δ$o$\upsilon$, M. $\alpha$$\tau$$\rho$$\acuteømega}$$ν$$\alpha$; T$\sigma$$ıota$$\beta$$\varepsilon$$\rho$$\tau$$\acute{\alpha}$$\rho$$\alpha$, M. $\alpha$$\rho$$\acuteıota}$$\alpha$; A$þeta$$\alpha$$ν$$\alpha$$\sigma$$\acuteıota}$o$\upsilon$, K. $\upsilon$$\rho$$ıota$$\acute{\alpha}$$ąppa$o$ς$; $Δ$$\alpha$$\sigma$$\acuteν$$\rho$$\alpha$, K. $\alpha$$łambda$$łambda$$ıota$ó$π$$η$; $\Pi$$\alpha$$\sigma$$\sigma$$\acute{\alpha}$$ς$, N. $\acuteıota}$$ąppa$o$ς$; A$\gamma$$\alpha$$π$$\acuteıota}$o$\upsilon$, $\G. $$ıota$$\acuteømega}$$\rho$$\gamma$o$ς$; $\Gamma$$ąppa$$\rho$$ıota$$\tau$$\zeta$$\acute{\alpha}$$łambda$$\alpha$, M. $\alpha$$\rho$$ıota$$\acute{\alpha}$$ν$$ν$$\alpha$; A$\gamma$$\gamma$$\varepsilon$$łambda$$\acute{\alpha}$$ąppa$$η$, M. $\alpha$$\rho$$\acuteıota}$$ν$$\alpha$; $\Pi$$\alpha$$\sigma$$ąppa$o$\upsilon$$\acute{\alpha}$$łambda$, X. $\rho$$ıota$$\sigma$$\tau$$\acuteıota}$$ν$$\alpha$. 2017. Copy at http://www.tinyurl.com/23z8ssqf

O$ıota$ $\varepsilon$$þeta$$ν$$ıota$$ąppa$$\acute{\varepsilon}$$ς$ $δ$$\rho$$\acute{\alpha}$$\sigma$$\varepsilon$$ıota$$ς$ $\tau$o$\upsilon$ IKY $\sigma$$\tau$$η$$ν$ $π$$\rho$o$\alpha$$\gamma$$ømega$$\gamma$$\acuteη$ $\tau$$η$$ς$ $\acute{\

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A$þeta$$\alpha$$ν$$\alpha$$\sigma$$\acuteıota}$o$\upsilon$, K. $\upsilon$$\rho$$ıota$$\acute{\alpha}$$ąppa$o$ς$. 10442/15507 2017, 00–31. Copy at http://www.tinyurl.com/2529xplw

Ημερίδα για τα 20 χρόνια του ευρωπαϊκού προγράμματος Marie Skłodowska Curie Actions (MSCA) για τη σταδιοδρομία και την κινητικότητα των ερευνητών

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Κυπριανίδου, Ματρώνα; Τσιβερτάρα, Μαρία; Αθανασίου, Κυριάκος; Δασύρα, Καλλιόπη; Πασσάς, Νίκος; Αγαπίου, Γιώργος; Γκριτζάλα, Μαριάννα; Αγγελάκη, Mαρίνα; Πασκουάλ, Χριστίνα. 2017. Copy at http://www.tinyurl.com/2c627gpe

Οι εθνικές δράσεις του ΙΚΥ στην προαγωγή της έρευνας μέσω των προγραμμάτων υποτροφιών

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Αθανασίου, Κυριάκος; Τεκμηρίωσης, Εθνικό Κέν; και Τεχνολογίας, Γενική Γρα. 2017. Copy at http://www.tinyurl.com/243976yw

M$\acute{\alpha}$$þeta$$η$$\sigma$$η$ $μ$$\acute{\varepsilon}$$\sigma$$ømega$ $Δ$$ıota$$\varepsilon$$\rho$$\varepsilon$$\acuteν$$ν$$η$$\sigma$$η$$ς$ (MM$Δ$) $ąppa$$\alpha$$ıota$ $Δ$$ıota$$δ$$\alpha$$ąppa$$\tau$$ıota$$ąppa$$\acuteη$ $

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A$þeta$$\alpha$$ν$$\alpha$$\sigma$$\acuteıota}$o$\upsilon$, K. $\upsilon$$\rho$$ıota$$\acute{\alpha}$$ąppa$o$ς$. 2016. Copy at http://www.tinyurl.com/2mjqxblr

X$\rho$$\acuteη$$\sigma$$η$ Mo$ν$$\tau$$\acute{\varepsilon}$$łambda$$ømega$$ν$ $ąppa$$\alpha$$ıota$ A$ν$$\alpha$$łambda$o$\gamma$$ıota$$\acuteømega}$$ν$ $\sigma$$\tau$$η$ $Δ$$ıota$$δ$$\alpha$$\sigma$$ąppa$$\alpha$$łambda$$\acuteıota}$$

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A$þeta$$\alpha$$ν$$\alpha$$\sigma$$\acuteıota}$o$\upsilon$, K. $\upsilon$$\rho$$ıota$$\acute{\alpha}$$ąppa$o$ς$. 2016. Copy at http://www.tinyurl.com/22xt9y9c

Investigating greek biology teachers’ attitudes towards evolution teaching with respect to their pedagogical content knowledge: Suggestions for their professional development

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Stasinakis, P. K. ; Athanasiou, K. Eurasia Journal of Mathematics, Science and Technology Education 2016, 12, 1605–1617. Copy at http://www.tinyurl.com/yesp7p96

I$\sigma$$\tau$o$\rho$$ıota$$ąppa$$\acuteη$ $π$o$\rho$$\varepsilon$$\acuteıota}$$\alpha$ $\tau$o$\upsilon$ $Δ$$\alpha$$\rho$$\beta$$ıota$$ν$$ıota$$\sigma$$μ$o$\acuteν$: A$π$ó $\tau$o$ν$ A$\rho$$ıota$$\sigma$$\tau$o$\tau$$\varepsilon$$łambd

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A$þeta$$\alpha$$ν$$\alpha$$\sigma$$\acuteıota}$o$\upsilon$, K. $\upsilon$$\rho$$ıota$$\acute{\alpha}$$ąppa$o$ς$. 2016. Copy at http://www.tinyurl.com/2q2mdbrp

$Σ$$\upsilon$$ν$$\varepsilon$$\rho$$\gamma$$\alpha$$\tau$$ıota$$ąppa$$\acuteη$ M$\acute{\alpha}$$þeta$$η$$\sigma$$η$ $\sigma$$\tau$$η$ $δ$$ıota$$δ$$\alpha$$\sigma$$ąppa$$\alpha$$łambda$$\acuteıota}$$\alpha$ $\tau$$η$$ς$ B$ıota$o$łambda$

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A$þeta$$\alpha$$ν$$\alpha$$\sigma$$\acuteıota}$o$\upsilon$, K. $\upsilon$$\rho$$ıota$$\acute{\alpha}$$ąppa$o$ς$. 2016. Copy at http://www.tinyurl.com/23v64lhx

Acceptance of evolution as one of the factors structuring the conceptual ecology of the evolution theory of Greek secondary school teachers

Citation:

Athanasiou, K. ; Katakos, E. ; Papadopoulou, P. Evolution: Education and Outreach 2016, 9, 1–15. Copy at http://www.tinyurl.com/yjnd7azo

M$ıota$$\alpha$ $ıota$$\sigma$$\tau$o$\rho$$ıota$$ąppa$$\acuteη$ $þeta$$\varepsilon$$\acuteømega}$$\rho$$η$$\sigma$$η$ $\tau$$η$$ς$ $\alpha$$ν$$\alpha$$ąppa$$\acute{\alpha}$$łambda$$\upsilon$$\psi$$η$$ς$ $\tau$o$\upsilon$ $\Gamma$$\varepsi

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A$þeta$$\alpha$$ν$$\alpha$$\sigma$$\acuteıota}$o$\upsilon$, K. $\upsilon$$\rho$$ıota$$\acute{\alpha}$$ąppa$o$ς$. 2016. Copy at http://www.tinyurl.com/2fkvfj6k

Μια ιστορική θεώρηση της ανακάλυψης του Γενετικού Κώδικα

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Αθανασίου, Κυριάκος. In ΔΙΔΑΚΤΙΚΗ ΤΗΣ ΒΙΟΛΟΓΙΑΣ; KALLIPOS: ATHENS, 2016. Copy at http://www.tinyurl.com/2arcwlex

Μια ιστορική θεώρηση της ανακάλυψης του Γενετικού Κώδικα

Citation:

Αθανασίου, Κυριάκος. In ΔΙΔΑΚΤΙΚΗ ΤΗΣ ΒΙΟΛΟΓΙΑΣ; KALLIPOS: ATHENS, 2016. Copy at http://www.tinyurl.com/29egdp5c

Acceptance of evolution as one of the factors structuring the conceptual ecology of the evolution theory of Greek secondary school teachers

Citation:

Athanasiou, K. ; Katakos, E. ; Papadopoulou, P. Evolution: Education and Outreach 2016, 9, 1–15. Copy at http://www.tinyurl.com/23zo7xr3

Abstract:

Background The work is part of a wider research project wherein we are trying to further explore the conceptual ecology of evolutionary theory of present and prospective teachers in Greece. Methods Quantitative and qualitative research was applied. In the former a questionnaire was answered by 318 secondary school teachers who teach biology. We further interviewed eight of the teachers by means of semi structured interviews and analyzed the interviews using the QSR nVivo program. Results Acceptance of evolution levels was found moderate both in the total cohort and among science teachers; on the one hand, this was correlated with the prevalence of low level of knowledge and understanding due to lack of previous instruction; on the other hand, their type of religiosity was not a serious obstacle to accepting evolution, since it was correlated with a high degree of thinking dispositions. Conclusions The results are in agreement with our previous findings that the type of religiosity is crucial for the acceptance or rejection of evolution, particularly when it does not prevent someone from being “open-minded”. At the same time, the fact that geologists who teach science showed the highest level of acceptance of evolution, indicates, when paired with other evidence, that the geological data are the most convincing evidence to help students and teachers to make a first step in their multistep route towards accepting and understanding the theory of evolution.

Publisher's Version

Χρήση Μοντέλων και Αναλογιών στη Διδασκαλία των ΦΕ και της Βιολογίας

Citation:

Αθανασίου, Κυριάκος. In ΔΙΔΑΚΤΙΚΗ ΤΗΣ ΒΙΟΛΟΓΙΑΣ; KALLIPOS: ATHENS, 2016. Copy at http://www.tinyurl.com/2gfy9kb6

Investigating greek biology teachers’ attitudes towards evolution teaching with respect to their pedagogical content knowledge: Suggestions for their professional development

Citation:

Stasinakis, P. K. ; Athanasiou, K. Eurasia Journal of Mathematics, Science and Technology Education 2016, 12, 1605-1617. Copy at http://www.tinyurl.com/2exeo5pc

Abstract:

Evolution Teaching (ET) among In-Service teachers in Greece was examined in an attempt to evaluate their Pedagogical Content Knowledge. Evolution teaching is a problematic issue. For this purpose, we constructed a questionnaire that was distributed to the target population and to which 181 teachers responded. We used quantitative method to determine factors that may characterize the ET milieu and which of the factors of PCK apply or not to ET. Our research finds that Biology teachers although strive to teach evolution, face specific difficulties due to lack of PCK. The research results may be useful when organizing and implementing professional development programs of teachers on ET.

Publisher's Version

Χρήση Μοντέλων και Αναλογιών στη Διδασκαλία των ΦΕ και της Βιολογίας

Citation:

Αθανασίου, Κυριάκος. In ΔΙΔΑΚΤΙΚΗ ΤΗΣ ΒΙΟΛΟΓΙΑΣ; KALLIPOS: Αθήνα, 2016. Copy at http://www.tinyurl.com/232jx9ys

Συνεργατική Μάθηση στη διδασκαλία της Βιολογίας

Citation:

Αθανασίου, Κυριάκος. In ΔΙΔΑΚΤΙΚΗ ΤΗΣ ΒΙΟΛΟΓΙΑΣ; KALLIPOS: Αθήνα, 2016. Copy at http://www.tinyurl.com/25hjvy8d

Ιστορική πορεία του Δαρβινισμού: Από τον Αριστοτελισμό στο Νεο-Δαρβινισμό και από την Τυπολογία στην Πληθυσμιακή οπτική

Citation:

Αθανασίου, Κυριάκος. In ΔΙΔΑΚΤΙΚΗ ΤΗΣ ΒΙΟΛΟΓΙΑΣ; KALLIPOS, Open Academic Editions: ATHENS, 2016. Copy at http://www.tinyurl.com/2fu85eou

Abstract:

Κεφάλαιο 1.1. Για την επιστηµονική µέθοδο: ιστορική διαδροµή. Από τον επιστηµονικό θετικισµό στον µεταθετικισµό. 1.1.1. Λογικός Θετικισµός. Στις αρχές του 20ού αιώνα κάνει την εµφάνισή του στη Βιέννη, το ρεύµα του Λογικού Θετικισµού, που ταυτίζεται µε µια οµάδα φιλοσόφων και διανοητών που είναι γνωστή ως ο «Κύκλος της Βιέννης». Το 1929 ο κύκλος της Βιέννης δηµοσίευσε τη διακήρυξή του µε τίτλο «Η επιστηµονική αντίληψη του κόσµου» γνωστοποιώντας στο κοινό τις φιλοσοφικές απόψεις του. Οι λογικοί θετικιστές απορρίπτουν τη µεταφυσική και προσπαθούν να αναγάγουν όλες τις δηλώσεις και τις προτάσεις στην καθαρή λογική. Ιδρυτές του θεωρούνται οι Hahn, Frank και Neurath. Η προσθήκη των Carnap, Feigl, Schlick κ.ά. οδήγησε στη συγκρότηση του «Κύκλου της Βιέννης», που αποτέλεσε την οµάδα που ταυτίστηκε και προώθησε τον Λογικό Θετικισµό.

Publisher's Version

Συνεργατική Μάθηση στη διδασκαλία της Βιολογίας

Citation:

Αθανασίου, Κυριάκος. In ΔΙΔΑΚΤΙΚΗ ΤΗΣ ΒΙΟΛΟΓΙΑΣ; KALLIPOS: ATHENS, 2016. Copy at http://www.tinyurl.com/28avd5n4

https://www.researchgate.net/profile/Kyriacos-Athanasiou/research <embed>

Professor Emeritus, Early Childhood Education

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