Biography:

Kostas Kampourakis holds a BS in biology and a MS in genetics, both from the University of Athens, as well as a PhD in evolution education from the University of Patras. He is currently working as a science teacher at Geitonas School (geitonas.edu.gr) in Athens, Greece, where he teaches biology and nature of science to secondary school students. He is also a member of the Department of Educational Research and Development of this school. His research interests include the history and philosophy of biology, as well evolution and nature of science instruction. He has published a number of papers in international peer-reviewed journals on evolution education. He has also served as a reviewer for the following journals: Journal of Research in Science Teaching, International Journal of Science Education and Science & Education. Since 2007, he has been working as guest editor (with David Rudge) on a special anniversary issue devoted to Darwin and evolution education for the journal Science & Education (Springer). He is also a member of the organizing committee of a major Darwin anniversary conference that will take place in Greece, with a focus on evolution education.

Abstract:

Teaching evolution in secondary schools: theoretical and pedagogical issues

Evolution in secondary schools are discussed. Theoretical issues have to do with why students should be taught about evolution and with what they should be taught, whereas pedagogical issues have to do with the obstacles they need to overcome and with whether instruction can eventually be efficient. It is suggested that evolution should be taught because, as the central unifying theory of biology, it provides the only scientific answers to all Why? questions that students ask about the origin of biological traits. What students can be taught is how to construct relevant explanations by using the arguments in Darwins Origin of Species, such as common descent and natural selection. However, this is not easy to achieve because evolution appears to be counter-intuitive and because its acceptance may be influenced by personal beliefs and worldviews. Two major obstacles in evolution education are intuitive teleology, which influences understanding of evolution, and religion, which influences acceptance of evolution. It is suggested that the history and philosophy of evolutionary thought can provide useful instructional tools which may enhance understanding of evolution and help students overcome their teleological intuitions. Then, students can be assisted to learn to distinguish between scientific knowledge about evolution and the history of life, and philosophical, religious or metaphysical views, and this may have a profound effect on their acceptance of evolution as a scientific theory.