The species problem in evolution education
Miltiadis Manikas 1 * , Ioannis Leonardos 1 , Konstantinos Sotiropoulos 1 , Katerina Plakitsi 2
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1 Department of Biological Application and Technology, University of Ioannina, Ioannina, GREECE2 Department of Early Childhood Education, University of Ioannina, Ioannina, GREECE* Corresponding Author

Abstract

An issue that might concern the species problem is the understanding and acceptance of evolution by students. The reason is that some of the modern concepts, which have been developed to define the species category, do not fit the evolutionary theory. In addition, some other concepts are simply criteria for the delimitation of species taxa. In particular, the biological and morphological species concepts, which are present in every textbook and are used almost exclusively in the teaching of evolution, can intensify students’ essentialist perceptions. However, these perceptions could be effectively dealt with the development of the species problem and the nature of species taxa in the classroom, and also the treatment of species as one more level of organization of biological systems during teaching process. This approach is employed in a lesson with a view to contributing to the structure of a fully developed conceptual framework by the students in order to understand the evolution.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Review Article

Journal of Mathematics and Science Teacher, 2023, Volume 3, Issue 1, Article No: em035

https://doi.org/10.29333/mathsciteacher/13120

Publication date: 26 Mar 2023

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