Utilize este identificador para referenciar este registo:
https://hdl.handle.net/1822/61152
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Campo DC | Valor | Idioma |
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dc.contributor.author | Silva, Hessley M. | por |
dc.contributor.author | Peñaloza, Gonzalo | por |
dc.contributor.author | Tomasco, Ivan H. | por |
dc.contributor.author | Carvalho, Graça Simões de | por |
dc.date.accessioned | 2019-08-05T09:39:11Z | - |
dc.date.issued | 2019 | - |
dc.identifier.citation | Heslley M. Silva, Gonzalo Peñaloza, Ivanna H. Tomasco & Graça S. Carvalho (2019) Chimpanzee included in the genus Homo? How biology teachers from three Latin American countries conceive it, Journal of Biological Education, 53:5, 506-515, DOI: 10.1080/00219266.2018.1501408 | por |
dc.identifier.issn | 0021-9266 | - |
dc.identifier.uri | https://hdl.handle.net/1822/61152 | - |
dc.description.abstract | Despite scientific evidence suggesting close phylogenetic relationship between chimpanzees and humans, the inclusion of these apes in the genus Homo is controversial. Several tools have been used to analyse this issue such as fossils, molecular clock and genome. This work intended to understand the biology teachers’ conceptions about the humans’ and chimpanzee’s position. It was carried out in three countries with contrasting secularism conditions: Argentina, Brazil and Uruguay. Teachers were asked to answer to the BIOHEAD-CITIZEN project question: ‘The Chimpanzee should be included in the genus Homo, notably because 98.5% of its DNA is identical to that of Homo sapiens’. Results were analysed within the KVP model framework and the Barbour’s four categories of relationship between science knowledge and religion. Most questioned teachers (80%) of the three countries rejected the idea of including the chimpanzee in the genus Homo (86% of Argentinians, 71% of Brazilians and 71% Uruguayans), suggesting the conception of human beings having a special position in relation to other animal species. This study also indicates that the training of biology teachers needs to be analysed in the three countries to understand how teachers-to-be are being trained and evaluate their knowledge regarding molecular biology, phylogeny and evolution. | por |
dc.description.sponsorship | Financial Support by CIEC (Research Centre on Child Studies, IE, UMinho; FCT R&D unit 317, Portugal) by the Strategic Project UID/CED/00317/2013, with financial support of National Funds through the FCT (Foundation for Science and Technology) and co-financed by European Regional Development Funds (FEDER) through the COMPETE 2020 - Competitiveness and Internationalization Operational Program (POCI) with the reference POCI-01-0145-FEDER-007562. | por |
dc.language.iso | eng | por |
dc.publisher | Taylor & Francis | por |
dc.relation | info:eu-repo/grantAgreement/FCT/5876/147313/PT | por |
dc.rights | closedAccess | por |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | por |
dc.subject | Human origin | por |
dc.subject | Evolution | por |
dc.subject | Religion | por |
dc.subject | Chimpanzee | por |
dc.subject | education subject | por |
dc.title | Chimpanzee included in the genus Homo? How biology teachers from three Latin American countries conceive it | por |
dc.type | article | por |
dc.peerreviewed | yes | por |
dc.relation.publisherversion | https://www.tandfonline.com/doi/abs/10.1080/00219266.2018.1501408 | por |
oaire.citationStartPage | 506 | - |
oaire.citationEndPage | 515 | - |
oaire.citationIssue | 5 | por |
oaire.citationVolume | 53 | - |
dc.identifier.doi | 10.1080/00219266.2018.1501408 | por |
rcaap.embargofct | Requisito do Journal que é a Taylor & Francis | por |
dc.subject.fos | Ciências Sociais::Ciências da Educação | por |
dc.description.publicationversion | info:eu-repo/semantics/publishedVersion | por |
dc.subject.wos | Science & Technology | por |
dc.subject.wos | Social Sciences | por |
sdum.journal | Journal of Biological Education | por |
Aparece nas coleções: | CIEC - Artigos (Papers) |
Ficheiros deste registo:
Ficheiro | Descrição | Tamanho | Formato | |
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Chimpanzee.pdf Acesso restrito! | 886,87 kB | Adobe PDF | Ver/Abrir |
Este trabalho está licenciado sob uma Licença Creative Commons