scholarly journals From the Modern Synthesis to the Molecular Synthesis: updating how we teach and assess evolution by natural selection

2021 ◽  
Author(s):  
Matt Sievers ◽  
Connor Reemts ◽  
Katie Dickinson ◽  
Joya Mukerji ◽  
Ismael Barreras Beltran ◽  
...  
Keyword(s):  
Natural Selection ◽  
Modern Synthesis ◽  
Teaching Evolution ◽  
Undergraduate Biology ◽  
Introductory Course ◽  
Mendelian Genetics ◽  
Course Sequences ◽  
Scoring Rubrics ◽  
Molecular Synthesis ◽  
Evolution By Natural Selection

Evolution by natural selection is recognized as both the most important concept in undergraduate biology and the most difficult to teach. Unfortunately, teaching and assessment of evolution have been impaired by legacy approaches that focus on Darwin's original insights and the Modern Synthesis' integration of Mendelian genetics, but ignore or downplay advances from what we term the Molecular Synthesis. To create better alignment between instructional approaches and contemporary research in the biosciences, we propose that the primary learning goal in teaching evolution should be for students to connect genotypes, phenotypes, and fitness. To support this approach, we developed and tested assessment questions and scoring rubrics called the Extended Assessing Conceptual Reasoning of Natural Selection (E-ACORNS) instrument. Initial E-ACORNS data suggest that after traditional instruction, few students recognize the molecular synthesis, prompting us to propose that introductory course sequences be re-organized with the molecular synthesis as their central theme.

scholarly journals A Quantitative Simulation of Coevolution with Mutation Using Playing Cards

2019 ◽  
Vol 81 (2) ◽  
pp. 127-132
Author(s):  
Christopher W. Hoagstrom ◽  
Lin Xiang ◽  
Nicole Lewis-Rogers ◽  
Patrice K. Connors ◽  
Ami Sessions-Robinson ◽  
...  
Keyword(s):  
Natural Selection ◽  
Learning Approaches ◽  
Beneficial Mutation ◽  
Differential Survival ◽  
Teaching Evolution ◽  
Undergraduate Biology ◽  
Individual Traits ◽  
Hands On ◽  
Biological Concepts ◽  
Evolution By Natural Selection

Active-learning approaches can improve understanding of core biological concepts. We describe a revised hands-on simulation for teaching evolution by natural selection, which focuses on prey–predator coevolution in escape/pursuit speed. It illustrates how selection pressure on individual speed increases average population speed through differential survival, while also reducing variation in speed among individuals. A simulated beneficial mutation helps differentiate the generation of individual traits from the process of natural selection and illustrates the effects of a beneficial mutation on immediate and subsequent generations. Overall, this exercise addresses several common misconceptions and allows students to collect and assess their own data, quantitatively. We report results from pre- and post-assessments in an introductory, undergraduate biology class, which indicate significantly improved understanding associated with the simulation.

Small Fish, Big Questions: Inquiry Kits for Teaching Evolution

2018 ◽  
Vol 80 (2) ◽  
pp. 124-131 ◽  
Author(s):  
Emily A. Kane ◽  
E. Dale Broder ◽  
Andrew C. Warnock ◽  
Courtney M. Butler ◽  
A. Lynne Judish ◽  
...  
Keyword(s):  
Natural Selection ◽  
Evolution Education ◽  
Small Fish ◽  
Teaching Evolution ◽  
Local Schools ◽  
Broader Impacts ◽  
Hands On ◽  
Education And Outreach ◽  
Evolution By Natural Selection

Evolution education poses unique challenges because students can have preconceptions that bias their learning. Hands-on, inquiry approaches can help overcome preset beliefs held by students, but few such programs exist and teachers typically lack access to these resources. Experiential learning in the form of self-guided kits can allow evolution education programs to maximize their reach while still maintaining a high-quality resource. We created an inquiry-based kit that uses live Trinidadian guppies to teach evolution by natural selection using the VIST (Variation, Inheritance, Selection, Time) framework. Our collaborative team included evolutionary biologists and education specialists, and we were able to combine expertise in evolution research and inquiry-based kit design in the development of this program. By constructing the kits with grant funds slated for broader impacts and maintaining them at our university's Education and Outreach Center, we made these kits freely available to local schools over the long term. Students and teachers have praised how clearly the kits teach evolution by natural selection, and we are excited to share this resource with readers of The American Biology Teacher.

scholarly journals Iterative design of a simulation-based module for teaching evolution by natural selection

2018 ◽  
Vol 11 (1) ◽  
Author(s):  
Jody Clarke-Midura ◽  
Denise S. Pope ◽  
Susan Maruca ◽  
Joel K. Abraham ◽  
Eli Meir
Keyword(s):  
Natural Selection ◽  
Teaching Evolution ◽  
Iterative Design ◽  
Simulation Based ◽  
Evolution By Natural Selection

scholarly journals A Field Guide for Teaching Evolution in the Social Sciences

2018 ◽  
Author(s):  
Cristine Legare ◽  
John Opfer ◽  
Justin Busch ◽  
Andrew Shtulman
Keyword(s):  
Social Sciences ◽  
Natural Selection ◽  
Developmental Psychology ◽  
Cultural Practices ◽  
Social Scientists ◽  
Teaching Evolution ◽  
Field Guide ◽  
Theory Of Evolution ◽  
The Social ◽  
Evolution Understanding

The theory of evolution by natural selection has begun to revolutionize our understanding of perception, cognition, language, social behavior, and cultural practices. Despite the centrality of evolutionary theory to the social sciences, many students, teachers, and even scientists struggle to understand how natural selection works. Our goal is to provide a field guide for social scientists on teaching evolution, based on research in cognitive psychology, developmental psychology, and education. We synthesize what is known about the psychological obstacles to understanding evolution, methods for assessing evolution understanding, and pedagogical strategies for improving evolution understanding. We review what is known about teaching evolution about nonhuman species and then explore implications of these findings for the teaching of evolution about humans. By leveraging our knowledge of how to teach evolution in general, we hope to motivate and equip social scientists to begin teaching evolution in the context of their own field.

scholarly journals Turing Machines and Evolution. A Critique of Gregory Chaitin’s Metabiology

2016 ◽  
Vol 48 (1) ◽  
pp. 133-150
Author(s):  
Radosław Siedliński
Keyword(s):  
Mathematical Model ◽  
Natural Selection ◽  
Turing Machines ◽  
Theory Of Evolution ◽  
Evolution By Natural Selection

Abstract The aim of the paper is twofold. First, it presents the fundamental ideas and results of the “metabiology” created by Gregory Chaitin. Second, it shows why metabiology ultimately fails as a candidate for being a proper mathematical model for the theory of evolution by natural selection. Because of genocentric reductionism and biological oversimplifications, metabiology should be perceived rather as an expression of the philosophical worldview of it’s author.

Getting Beyond the Apemen

2021 ◽  
pp. 1-18
Author(s):  
Lesley Newson ◽  
Peter J. Richerson
Keyword(s):  
At Risk ◽  
Natural Selection ◽  
Human Evolution ◽  
Evolutionary Process ◽  
Adult Males ◽  
Evolutionary Processes ◽  
Complex Information ◽  
History Of ◽  
Evolution By Natural Selection

This introductory chapter explains why a new story of human evolution is needed, and also lays the foundations of the story told in this book. One of the reasons we need a new story is that previous stories have concentrated on what our male ancestors were doing. Since survival is most at risk in the first years of life, it makes much more sense to concentrate on children and their mothers than on adult males. A brief account of the history of ideas in evolution by natural selection and human evolution provides readers with a background in evolutionary processes. Humans are a product of evolution, but we are not like other animals, because we are connected and readily share complex information. We are unique and our evolution was the result of a unique evolutionary process. To understand ourselves in evolutionary terms, it’s necessary to consider two intertwined evolutionary processes—genes and culture.

2. Evolution and natural selection

2019 ◽  
pp. 9-26
Author(s):  
Samir Okasha
Keyword(s):  
Natural Selection ◽  
Charles Darwin ◽  
Natural World ◽  
Early 20Th Century ◽  
Philosophical Argument ◽  
Modern Biology ◽  
Theory Of Evolution ◽  
Philosophical Significance ◽  
Argument From Design ◽  
Evolution By Natural Selection

In 1859 Charles Darwin published On the Origin of Species, in which he set out his theory of evolution. The book marked a turning point in our understanding of the natural world and revolutionized biology. ‘Evolution and natural selection’ outlines the theory of evolution by natural selection, explaining its unique status in biology and its philosophical significance. It considers how Darwin’s theory undermined the ‘argument from design’, a traditional philosophical argument for the existence of God; how the integration of Darwin’s theory with genetics, in the early 20th century, gave rise to neo-Darwinism; and why, despite evolutionary theory being a mainstay of modern biology, in society at large there is a marked reluctance to believe in evolution.

Sociobiology

2018 ◽  
Author(s):  
Alex Rosenberg
Keyword(s):  
Natural Selection ◽  
Social Institutions ◽  
Human Behaviour ◽  
Behavioural Science ◽  
Social Scientists ◽  
Darwinian Theory ◽  
Theory Of Evolution ◽  
Mendelian Genetics ◽  
The Individual ◽  
Mental Testing

Following Darwin, biologists and social scientists have periodically been drawn to the theory of natural selection as the source of explanatory insights about human behaviour and social institutions. The combination of Mendelian genetics and Darwinian theory, which did so much to substantiate the theory of evolution in the life sciences, however, has made recurrent adoption of a biological approach to the social sciences controversial. Excesses and errors in social Darwinism, eugenics and mental testing have repeatedly exposed evolutionary approaches in the human sciences to criticism. Sociobiology is the version of Darwinism in social and behavioural science that became prominent in the last quarter of the twentieth century. Philosophical problems of sociobiology include challenges to the explanatory relevance of Darwinian theory for human behaviour and social institutions, controversies about whether natural selection operates at levels of organization above or below the individual, questions about the meaning of the nature–nurture distinction, and disputes about Darwinism’s implications for moral philosophy.

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