Development and validation of a framework for the assessment of school curricula on the presence of evolutionary concepts (FACE)

Evolution is a key concept of biology, fundamental to understand the world and address important societal problems, but research studies show that it is still not widely understood and accepted. Several factors are known to influence evolution acceptance and understanding, but little information is available regarding the impacts of the curriculum on these aspects. Very few curricula have been examined to assess the coverage of biological evolution. The available studies do not allow comparative analyses, due to the different methodologies employed by the authors. However, such an analysis would be useful for research purposes and for the development of appropriate educational policies to address the problem of a lack of evolution acceptance in some countries. In this paper we describe the steps through which we developed a valid and reliable instrument for curricula analysis known as FACE: “Framework to Assess the Coverage of biological Evolution by school curricula.” This framework was developed based on the “Understanding Evolution Conceptual Framework” (UECF). After an initial pilot study, our framework was reformulated based on identified issues and experts’ opinions. To generate validity and reliability evidence in support of the framework, it was applied to four European countries’ curricula. For each country, a team of a minimum of two national and two foreign coders worked independently to assess the curriculum using this framework for content analysis. Reliability evidence was estimated using Krippendorf's alpha and resulted in appropriate values for coding the examined curricula. Some issues that coders faced during the analysis were discussed and, to ensure better reliability for future researchers, additional guidelines and one extra category were included in the framework. The final version of the framework includes six categories and 34 subcategories. FACE is a useful tool for the analysis and the comparison of curricula and school textbooks regarding the coverage of evolution, and such results can guide curricula development.info:eu-repo/semantics/publishedVersio

Correction to: Development and validation of a framework for the assessment of school curricula on the presence of evolutionary concepts (FACE)

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EuroScitizen Working Group 2 I Identifying needs and opportunities to improve the contribution of formal education to public literacy on evolution

EuroScitizen is a COST Action and involves a research network whose aim is to identify strategies to raise levels of scientific literacy about evolution in Europe. EuroScitizen comprises five working groups (WG) and this poster summarizes the current achievements of WG2 on formal education. WG2 aims to identify the needs and opportunities to improve the teaching of evolution since the first school years in distinct countries and enhance the contribution of formal education to European public scientific literacy on this important topic. To achieve these objectives we are studying: i) the school curricula and ii) textbooks of the participating countries; iii) teachers’ content knowledge, pedagogical content knowledge, attitudes and beliefs about teaching evolution and effective methodologies and strategies to empower teachers about evolution education; and iv) strategies to promote evolution understanding in elementary school students. This poster presents some of the current achievements of WG2, such as: i) publication of a paper about the development and validation of a framework for the assessment of school curricula on the presence of evolutionary concepts (FACE); ii) comparison of the content of most adopted textbooks in the schools of 8 countries, from the 1st to the 9th grade, about the presence of evolution Big Ideas; iii) identification of teachers’ best practices in evolution education and teacher’ training actions about evolution education; and iv) the publication of a study about the evolutionary concepts that elementary school students most often used after a pedagogical intervention. The next steps of the WG2 are also presented.info:eu-repo/semantics/publishedVersio

Development and validation of the new ProvBioII float

In the last ten years, a productive collaboration has grown between the Laboratoire d’Océanographie de Villefranche (LOV), NKE and IFREMER to implement biogeochemical sensors on profiling floats. A first project (2003) was dedicated to the design of the so-called ProvBio floats (models A and B) that consisted of a PROVOR-CTS3 float instrumented with three new optical sensors: a Wetlabs transmissometer (C-Rover), a 3-wavelength Satlantic radiometer (OCR-503) and an “ECO3” Wetlabs sensor, measuring chlorophyll-a fluorescence, colored dissolved organic matter and particle backscattering coefficients (see First Success of ProvBio floats, Coriolis Letter n°5). Then, the integration of biogeochemical sensors continued in the framework of ProNuts project (2009, autonomously profiling the nitrate concentrations in the ocean: the pronuts project, Coriolis Letter n°8), by equipping a PROVOR with a nitrate concentration sensor. In parallel within the framework of the Carbocean EU project, the ProvCarbon and ProvDo floats were developed as in 2006 by fitting on a PROVOR a C-Rover and a 3830 Aanderaa optode, respectively. They were used to investigate new tools to assess marine carbon sources and sinks. These initial developments have led to a first invaluable dataset and to subsequent papers (Xing et al. 2012, Xing et al. 2011) and report (IOCCG 2011). Nevertheless, the above projects have grown partially dissociated, as related to specific and project-related needs, while a more integrated solution may have a lot of advantages. Undoubtedly, the scientific exploitation of data would be strongly improved if a unique multidisciplinary float, able to measure all accessible parameters, was available. Such a multidisciplinary float would also strongly reduce costs, by sharing the float itself, and by reducing deployment, validation and communication costs. The idea to merge all these sensors on the same profiling float was thus at the origin of the ProvBioII float project, which was developed in the framework of the remOcean and NAOS programs