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10.5555/1854509dlproceedingsBook PagePublication PagesiclsConference Proceedingsconference-collections
ICLS '10: Proceedings of the 9th International Conference of the Learning Sciences - Volume 2
2010 Proceeding
Publisher:
  • International Society of the Learning Sciences
Conference:
Chicago Illinois 29 June 2010- 2 July 2010
Published:
29 June 2010

Reflects downloads up to 15 Oct 2024Bibliometrics
SESSION: Learning to understand the tree of life
research-article
How high school students reason about the tree of life: a developmental perspective
Pages 221–222

In 1996, the National Research Council put forth a set of guidelines for K-12 science education that state that students be introduced to the theory of evolution in primary and secondary schools. Tree thinking is an essential tool for understanding ...

research-article
Inventing a representation of relatedness
Pages 222–223

Prior research has shown that reasoning with cladograms is a skill that must be taught. Novice students, who do not understand the peculiarities of the representational system, can rely only upon prior content knowledge and perceptual resources (e.g., ...

research-article
Can children read trees?
Pages 224–225

The research reported in other papers in this symposium reveal difficulties in adult and teenage interpretation of cladograms. This paper explores if children in middle childhood could interpret cladograms given minimal training and if so what factors ...

research-article
Improving undergraduates' approaches to understanding tree thinking
Pages 225–226

Evolutionary biologists see biology through the perspective of phylogeny, or evolutionary history. However, it is clear that most students do not interpret trees in the same manner as evolutionary biologists (Baum et al., 2005; Gregory, 2008; Halverson, ...

Contributors
  • University of Illinois at Chicago
  • University of Illinois at Chicago
  • University of California, Los Angeles
  • University of Illinois at Chicago
  • University of Illinois at Chicago
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Acceptance Rates

Overall Acceptance Rate 307 of 307 submissions, 100%
YearSubmittedAcceptedRate
ICLS '06142142100%
ICLS '048888100%
ICLS '967777100%
Overall307307100%