TY  - JOUR
AU  - Mavrikaki, Evangelia
AU  - Realdon, Giulia
AU  - Aivelo, Tuomas
AU  - Bajrami, Ani
AU  - Bakanay, Çiçek Dilek
AU  - Beniermann, Anna
AU  - Blagojević, Jelena
AU  - Butkeviciene, Egle
AU  - Cavadas, Bento
AU  - Cossu, Costantina
AU  - Cvetković, Dragana
AU  - Drobniak, Szymon M.
AU  - Durmuş, Zelal Özgür
AU  - Dvořáková, Radka Marta
AU  - Eens, Marcel
AU  - Eretq, Esra
AU  - Eroglu, Seckin
AU  - Gazda, Małgorzata Anna
AU  - Georgiou, Martha
AU  - Gostling, Neil J.
AU  - Gregorčič, Tanja
AU  - Janštová, Vanda
AU  - Jenkins, Tania
AU  - Kervinen, Anttoni
AU  - Korfiatis, Konstantinos
AU  - Kuschmierz, Paul
AU  - Lendvai, Ádám Z.
AU  - de Lima, Joelyn
AU  - Miri, Fundime
AU  - Nogueira, Teresa
AU  - Panayides, Andreas
AU  - Paolucci, Sylvia
AU  - Papadopoulou, Penelope
AU  - Pessoa, Patrícia
AU  - Pinxten, Rianne
AU  - Rios, Joana
AU  - Sousa, Bruno
AU  - Stasinakis, Panagiotis K.
AU  - Torkar, Gregor
AU  - Valackiene, Asta
AU  - Varga, Máté
AU  - Vázquez Ben, Lucía
AU  - Yarden, Anat
AU  - Sá-Pinto, Xana
PY  - 2024
UR  - http://radar.ibiss.bg.ac.rs/handle/123456789/6508
AB  - The contribution of school curricula to public understanding and acceptance of evolution is still mostly unknown, due to the scarcity of studies that compare the learning goals present in different curricula. To overcome this lack of data we analysed 19 school curricula (18 European and one from Israel) to study the
differences regarding the inclusion of learning goals targeting evolution understanding. We performed a quantitative content analysis using the Framework for the Assessment of school Curricula on the presence of Evolutionary concepts (FACE). For each country/region we analysed what this educational system considered the minimum evolution education a citizen should get. Our results reveal that: (i) the curricula include less than half of the learning goals considered important for scientific literacy in evolution; (ii) the most frequent learning goals address basic knowledge of evolution; (iii) learning goals related with the processes that drive evolution are often not included or rarely mentioned; (iv) evolution is most often not linked to its applications in everyday life. These results highlight the need to rethink evolution education across Europe.
PB  - Taylor & Francis Group
T2  - International Journal of Science Education
T1  - Evolution in European and Israeli school curricula – a comparative analysis
DO  - 10.1080/09500693.2023.2293090
ER  - 

@article{
author = "Mavrikaki, Evangelia and Realdon, Giulia and Aivelo, Tuomas and Bajrami, Ani and Bakanay, Çiçek Dilek and Beniermann, Anna and Blagojević, Jelena and Butkeviciene, Egle and Cavadas, Bento and Cossu, Costantina and Cvetković, Dragana and Drobniak, Szymon M. and Durmuş, Zelal Özgür and Dvořáková, Radka Marta and Eens, Marcel and Eretq, Esra and Eroglu, Seckin and Gazda, Małgorzata Anna and Georgiou, Martha and Gostling, Neil J. and Gregorčič, Tanja and Janštová, Vanda and Jenkins, Tania and Kervinen, Anttoni and Korfiatis, Konstantinos and Kuschmierz, Paul and Lendvai, Ádám Z. and de Lima, Joelyn and Miri, Fundime and Nogueira, Teresa and Panayides, Andreas and Paolucci, Sylvia and Papadopoulou, Penelope and Pessoa, Patrícia and Pinxten, Rianne and Rios, Joana and Sousa, Bruno and Stasinakis, Panagiotis K. and Torkar, Gregor and Valackiene, Asta and Varga, Máté and Vázquez Ben, Lucía and Yarden, Anat and Sá-Pinto, Xana",
year = "2024",
abstract = "The contribution of school curricula to public understanding and acceptance of evolution is still mostly unknown, due to the scarcity of studies that compare the learning goals present in different curricula. To overcome this lack of data we analysed 19 school curricula (18 European and one from Israel) to study the
differences regarding the inclusion of learning goals targeting evolution understanding. We performed a quantitative content analysis using the Framework for the Assessment of school Curricula on the presence of Evolutionary concepts (FACE). For each country/region we analysed what this educational system considered the minimum evolution education a citizen should get. Our results reveal that: (i) the curricula include less than half of the learning goals considered important for scientific literacy in evolution; (ii) the most frequent learning goals address basic knowledge of evolution; (iii) learning goals related with the processes that drive evolution are often not included or rarely mentioned; (iv) evolution is most often not linked to its applications in everyday life. These results highlight the need to rethink evolution education across Europe.",
publisher = "Taylor & Francis Group",
journal = "International Journal of Science Education",
title = "Evolution in European and Israeli school curricula – a comparative analysis",
doi = "10.1080/09500693.2023.2293090"
}

Mavrikaki, E., Realdon, G., Aivelo, T., Bajrami, A., Bakanay, Ç. D., Beniermann, A., Blagojević, J., Butkeviciene, E., Cavadas, B., Cossu, C., Cvetković, D., Drobniak, S. M., Durmuş, Z. Ö., Dvořáková, R. M., Eens, M., Eretq, E., Eroglu, S., Gazda, M. A., Georgiou, M., Gostling, N. J., Gregorčič, T., Janštová, V., Jenkins, T., Kervinen, A., Korfiatis, K., Kuschmierz, P., Lendvai, Á. Z., de Lima, J., Miri, F., Nogueira, T., Panayides, A., Paolucci, S., Papadopoulou, P., Pessoa, P., Pinxten, R., Rios, J., Sousa, B., Stasinakis, P. K., Torkar, G., Valackiene, A., Varga, M., Vázquez Ben, L., Yarden, A.,& Sá-Pinto, X.. (2024). Evolution in European and Israeli school curricula – a comparative analysis. in International Journal of Science Education
Taylor & Francis Group..
https://doi.org/10.1080/09500693.2023.2293090

Mavrikaki E, Realdon G, Aivelo T, Bajrami A, Bakanay ÇD, Beniermann A, Blagojević J, Butkeviciene E, Cavadas B, Cossu C, Cvetković D, Drobniak SM, Durmuş ZÖ, Dvořáková RM, Eens M, Eretq E, Eroglu S, Gazda MA, Georgiou M, Gostling NJ, Gregorčič T, Janštová V, Jenkins T, Kervinen A, Korfiatis K, Kuschmierz P, Lendvai ÁZ, de Lima J, Miri F, Nogueira T, Panayides A, Paolucci S, Papadopoulou P, Pessoa P, Pinxten R, Rios J, Sousa B, Stasinakis PK, Torkar G, Valackiene A, Varga M, Vázquez Ben L, Yarden A, Sá-Pinto X. Evolution in European and Israeli school curricula – a comparative analysis. in International Journal of Science Education. 2024;.
doi:10.1080/09500693.2023.2293090 .

Mavrikaki, Evangelia, Realdon, Giulia, Aivelo, Tuomas, Bajrami, Ani, Bakanay, Çiçek Dilek, Beniermann, Anna, Blagojević, Jelena, Butkeviciene, Egle, Cavadas, Bento, Cossu, Costantina, Cvetković, Dragana, Drobniak, Szymon M., Durmuş, Zelal Özgür, Dvořáková, Radka Marta, Eens, Marcel, Eretq, Esra, Eroglu, Seckin, Gazda, Małgorzata Anna, Georgiou, Martha, Gostling, Neil J., Gregorčič, Tanja, Janštová, Vanda, Jenkins, Tania, Kervinen, Anttoni, Korfiatis, Konstantinos, Kuschmierz, Paul, Lendvai, Ádám Z., de Lima, Joelyn, Miri, Fundime, Nogueira, Teresa, Panayides, Andreas, Paolucci, Sylvia, Papadopoulou, Penelope, Pessoa, Patrícia, Pinxten, Rianne, Rios, Joana, Sousa, Bruno, Stasinakis, Panagiotis K., Torkar, Gregor, Valackiene, Asta, Varga, Máté, Vázquez Ben, Lucía, Yarden, Anat, Sá-Pinto, Xana, "Evolution in European and Israeli school curricula – a comparative analysis" in International Journal of Science Education (2024),
https://doi.org/10.1080/09500693.2023.2293090 . .