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This study examines how modelling supports epistemological maturity, particularly regarding agency and design in evolution, by analysing students’ written reports and drawings about mosquito resistance after insecticide introduction. Results indicate early Lamarckian-like assumptions, followed by improved explanations after modelling.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/not-by-design-alone-modelling-practices-to-identify-students-frameworks-of-evolution-in-real-life-contexts/598372/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/not-by-design-alone-modelling-practices-to-identify-students-frameworks-of-evolution-in-real-life-contexts/598372.png","ImageObject",300,407,{"name":42,"@type":43},"A glass of water","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What challenge does the study address in evolution education?","Question",{"text":63,"@type":64},"Evolution is fundamental in biology but remains challenging to teach, and students often hold persistent alternative conceptions about evolutionary mechanisms.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the study investigate students’ understanding?",{"text":68,"@type":64},"The study collects students’ written reports and drawings, then applies content and discourse analysis to examine how modelling influences their explanations.",{"name":70,"@type":61,"acceptedAnswer":71},"What changes were observed in students after modelling natural selection?",{"text":72,"@type":64},"Explanations improved, shifting from Lamarckian toward Neo-Darwinian views, and most groups produced more accurate accounts of adaptation.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},598372,1792189406,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":98,"preview_page_count":4},962090760832,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","doi: 10.26529/cepsj.1486  \nNot by Design Alone! Modelling Practices to Identify Students’ Frameworks of Evolution in Real-Life  \nContexts  \nNoa Ageitos*1, Laura Colucci-Gray2 and Blanca Puig3  \n• Despite being a fundamental concept in biology, evolution continues to be one of the most challenging topics to teach in science education. Ideas of evolution emphasising anatomical or behavioural features of individuals, as opposed to the interplay between genetics and the environment, are reinforced through language and culture, making them robust and persistent in the student population at all educational levels. Model-based reasoning has been reported to be useful for students to make sense of process-based science content, combining epistemological with linguistic and value dimensions. However, there is a dearth of evidence in biology education showing how modelling can instigate epistemological maturity, specifically about issues of agency and design in evolution by natural selection. Drawing on this perspective, this study focuses on describing the nature of students’ ideas while modelling the resistance developed by a population of mosquitoes in a lagoon after an insecticide is introduced. Data collection includes students’ written reports and drawings, which were analysed with content and discourse analysis. The findings show that, at first, students believed adaptation to feature at will was a behavioural characteristic instigated by a pre-existing design. After modelling the process of natural selection, the explanations appeared to improve (from Lamarckian to Neo-Darwinian views), and most groups showed accurate explanations about adaptation.  \nKeywords: modelling, evolution, adaptation, natural selection, evolution frameworks  \n1 *Corresponding Author. Universidade de Santiago de Compostela, Spain; [noa.ageitos@edu.xunta.es](noa.ageitos@edu.xunta.es).  \n2 Moray House School of Education and Sport, University of Edinburgh, UK.  \n3 Faculty of Education, Universidade de Santiago de Compostela, Spain.  \n12 not by design alone! modelling practices to identify students’frameworks    \nNe samo po zasnovi – prakse modeliranja zaprepoznavanje učenčevega razumevanja evolucije vokviru resničnega življenja  \nNoa Ageitos, Laura Colucci-Gray in Blanca Puig  \n• Čeprav je evolucija temeljni koncept v biologiji, je še vedno ena najzahtevnejših tematik pri poučevanju v naravoslovnem izobraževanju. Ideje  \no evoluciji, osredinjene na anatomske ali vedenjske prvine osebka, sov primerjavi z vzajemnim učinkovanjem genetike in okolja, okrepljeneprek jezika in kulture, kar jih napravlja robustne in vztrajnostne medučenci na vseh stopnjah izobraževanja. Na modelu koncipirano razmišljanje naj bi bilo uporabno za učence, da osmislijo procesno temelječeznanstvene vsebine, ki združujejo epistemološke razsežnosti z jezikovnimi in vrednostnimi. V biološkem izobraževanju pa se kaže primanjkljaj tistih raziskav, ki bi prikazale, kako lahko modeliranje spodbudiepistemološko zrelost, zlasti glede vprašanj delovanja in oblikovanja vevoluciji z naravno selekcijo. Na podlagi te perspektive se ta študija osredinja na opisovanje narave idej učencev, medtem ko modelira odpornost, ki jo razvije populacija komarjev v laguni po uvedbi insekticida. Zbrani podatki obsegajo pisna poročila učencev in risbe, za katere jebila storjena vsebinska in diskurzivna analiza. Ugotovitve kažejo, da so učenci sprva verjeli, da je prilagoditev na poljubno lastnost vedenjskaznačilnost, ki jo je sprožila obstoječa zasnova. Po modeliranju procesanaravne selekcije se zdi, da so se razlage izboljšale (od Lamarckovih doneodarvinističnih pogledov), pri čemer je večina skupin ponudila natančne razlage o prilagajanju.  \nKljučne besede: modeliranje, evolucija, prilagoditev, naravna selekcija, evolucijski okviri  \nIntroduction  \nA large body of research on evolution in biology education exists, since evolution is a central concept in biology and one of the most challenging to learn as well as ","cbCaihkY7b6rovkK","https://ap.wps.com/l/cbCaihkY7b6rovkK","pdf",284129,24,"English","# Introduction\n## Study focus\n## Approach and data sources\n# Findings and implications","[{\"question\":\"What challenge does the study address in evolution education?\",\"answer\":\"Evolution is fundamental in biology but remains challenging to teach, and students often hold persistent alternative conceptions about evolutionary mechanisms.\"},{\"question\":\"How does the study investigate students’ understanding?\",\"answer\":\"The study collects students’ written reports and drawings, then applies content and discourse analysis to examine how modelling influences their explanations.\"},{\"question\":\"What changes were observed in students after modelling natural selection?\",\"answer\":\"Explanations improved, shifting from Lamarckian toward Neo-Darwinian views, and most groups produced more accurate accounts of adaptation.\"}]","Not by Design Alone! Modelling Practices to Identify Students’ Frameworks of Evolution in Real-Life Contexts | PDF",1792086807]