Departments
Teaching Interests: Psych 351 Advanced Laboratory in Developmental Psychology Research Interests: Children's causal intuitions provide the foundation for their understanding of the major domains of inquiry they encounter in and out of school. How such intuitions are transformed over the elementary school years and into adulthood is the focus of my research. I have examined this sort of conceptual change in terms of a) the emergence of intuitive causal explanations or theories, and b) the influence of diverse contexts, such as: belief system (e.g., religious belief), culture (Asian, Western), and formal and informal learning experiences, in schools, undergraduate courses, and, in particular, museums. Recent Publications: Tare, M., French, J., Frazier, B., Diamond, J. & Evans, E. M. (in press, 2011). Explanatory Parent-Child Conversation Predominates at an Evolution Exhibit. Science Education Spiegel, A., Evans, E. M., Frazier, B. F., Hazel, A., Tare, M. Gram, W., & Diamond, J. (in press, 2011). Changing museum visitors' concepts of evolution. Evolution: Education and Outreach [First two authors contributed equally] Evans, E. M., Legare, C., & Rosengren, K. (2011). Engaging multiple epistemologies: Implications for science education. In M. Ferrari & R. Taylor (Eds.). Epistemology and Science Education: Understanding the Evolution vs. Intelligent Design Controversy. (pp. 111-139). New York, NY: Routledge Lane, J. D., Wellman, H. W., Evans, E. M. (2010). Children’s Understanding of Ordinary and Extraordinary Minds. Child Development, 81, 1475-1489. Mull, M. S., & Evans, E. M. (2010). Did she mean to do it? Acquiring a folk theory of intentionality. Journal of Experimental Child Psychology, 107, 207-228. DOI:10.1016/j.jecp.2010.04.001 Evans, E. M., Spiegel, A., Gram, W., Frazier, B. F., Tare, M., Thompson, S., & Diamond, J. (2010). A conceptual guide to natural history museum visitors' understanding of evolution. Journal of Research in Science Teaching, 47, 326-353. DOI 10.1002/tea.20337
My Publications