Exploring cognitive and cultural constraints on the understanding and acceptance of evolution: a review ofevolution challengesby Karl S. Rosengren, Sarah K. Brem, E. Margaret Evans, and Gale M. Sinatra

2013 ◽  
Vol 15 (1) ◽  
pp. 85-86
Author(s):  
Sarah Schaack
Author(s):  
ROTHKÖTTER Stefanie ◽  
Craig C. GARNER ◽  
Sándor VAJNA

In light of a growing research interest in the innovation potential that lies at the inter­section of design, technology, and science, this paper offers a literature review of design initiatives centered on scientific discovery and invention. The focus of this paper is on evidence of design capabilities in the academic research environment. The results are structured along the Four Orders of Design, with examples of design-in-science initiatives ranging from (1) the design of scientific figures and (2) laboratory devices using new technology to (3) interactions in design workshops for scientists and (4) inter­disciplinary design labs. While design capabilities have appeared in all four orders of design, there are barriers and cultural constraints that have to be taken into account for working at or researching these creative intersections. Modes of design integration and potentially necessary adaptations of design practice are therefore also highlighted.


2021 ◽  
Vol 21 (3) ◽  
Author(s):  
Adelle Thomas ◽  
Emily Theokritoff ◽  
Alexandra Lesnikowski ◽  
Diana Reckien ◽  
Kripa Jagannathan ◽  
...  

AbstractConstraints and limits to adaptation are critical to understanding the extent to which human and natural systems can successfully adapt to climate change. We conduct a systematic review of 1,682 academic studies on human adaptation responses to identify patterns in constraints and limits to adaptation for different regions, sectors, hazards, adaptation response types, and actors. Using definitions of constraints and limits provided by the Intergovernmental Panel on Climate Change (IPCC), we find that most literature identifies constraints to adaptation but that there is limited literature focused on limits to adaptation. Central and South America and Small Islands generally report greater constraints and both hard and soft limits to adaptation. Technological, infrastructural, and ecosystem-based adaptation suggest more evidence of constraints and hard limits than other types of responses. Individuals and households face economic and socio-cultural constraints which also inhibit behavioral adaptation responses and may lead to limits. Finance, governance, institutional, and policy constraints are most prevalent globally. These findings provide early signposts for boundaries of human adaptation and are of high relevance for guiding proactive adaptation financing and governance from local to global scales.


1995 ◽  
Vol 26 (1) ◽  
pp. 29-49 ◽  
Author(s):  
Lynne Min-ying Chow ◽  
Gerald Kun-kwai Chau ◽  
Sidney J. Gray
Keyword(s):  

2014 ◽  
Vol 76 (2) ◽  
pp. 101-108 ◽  
Author(s):  
Kathrin F. Stanger-Hall ◽  
Julianne A. Wenner

We assessed the performance of students with a self-reported conflict between their religious belief and the theory of evolution in two sections of a large introductory biology course (N = 373 students). Student performance was measured through pretest and posttest evolution essays and multiple-choice (MC) questions (evolution-related and non-evolution-related questions) on the final exam and posttest. The two class sections differed only in exam format: MC with or without constructed-response (CR) questions. Although students with a reported conflict scored significantly lower on the final exam in the MC-only section, they scored equally well in the MC+CR section, and all students in the MC+CR section performed significantly better overall. As a result, (1) a religious conflict with evolution can be negatively associated with student achievement in introductory biology, but (2) assessment with constructed response was associated with a closed performance gap between students with and without a conflict. We suggest that differences in exam format and focus on student acceptance of evolution (either evidence-based or opinion), rather than reported conflict, may contribute to the inconsistencies in student learning of evolution across research studies, and that CR questions may help students overcome other obstacles to learning evolution.


BioScience ◽  
2018 ◽  
Vol 68 (10) ◽  
pp. 826-826 ◽  
Author(s):  
Deena Skolnick Weisberg ◽  
Asheley R Landrum ◽  
S Emlen Metz ◽  
Michael Weisberg

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