Evolving minds: Helping students with cognitive dissonance

摘要: Even 150 years after Charles Darwin published On the Origin of Species, public school teachers still find themselves dealing with student resistance to learning about biological evolution. Some deal this pressure by undermining, deemphasizing, or even omitting topic in their science curriculum. Others face challenge and deliver solid scientific instruction evolutionary theory despite conflicts that may arise. The latter were study. I interviewed five had experience evolution community. Through these in-depth interviews, examined strategies use when facing how they help students cognitive dissonance be experienced selected qualitative method educational criticism connoisseurship organize categorize my data. From following findings emerged. Experienced increased confidence teaching pursuing outside professional development. They not only learned more theory, but creationist arguments against These front-load curriculum integrate nature into lessons address misunderstandings works. also highlight importance