Teaching Evolution to Students with Compromised Backgrounds & Lack of Confidence about Evolution – Is It Possible?

2014 ◽  
Vol 76 (2) ◽  
pp. 93-98 ◽  
Author(s):  
Alexandria Schauer ◽  
Sehoya Cotner ◽  
Randy Moore
Keyword(s):  
Evolutionary Theory ◽  
Evolution Education ◽  
Teaching Evolution ◽  
Social Challenges ◽  
Improved Performance ◽  
Prior Experiences ◽  
Scientific Questions

Students regard evolutionary theory differently than science in general. Students’ reported confidence in their ability to understand science in general (e.g., posing scientific questions, interpreting tables and graphs, and understanding the content of their biology course) significantly outweighed their confidence in understanding evolution. We also show that those students with little incoming confidence in their understanding of evolution demonstrated more confidence and the most improved performance by the end of the semester. Collectively, our data indicate that regardless of prior experiences with evolution education, and in spite of myriad social challenges to teaching evolution, students can learn evolution.

scholarly journals Educational potential of teaching evolution as an interdisciplinary science

2020 ◽  
Vol 13 (1) ◽  
Author(s):  
Susan Hanisch ◽  
Dustin Eirdosh
Keyword(s):  
General Education ◽  
Conceptual Understanding ◽  
Evolutionary Theory ◽  
Evolution Education ◽  
Learning Potential ◽  
Teaching Evolution ◽  
Interdisciplinary Science ◽  
Educational Value ◽  
Perceived Relevance ◽  
Educational Potential

AbstractEvolution education continues to struggle with a range of persistent challenges spanning aspects of conceptual understanding, acceptance, and perceived relevance of evolutionary theory by students in general education. This article argues that a gene-centered conceptualization of evolution may inherently limit the degree to which these challenges can be effectively addressed, and may even precisely contribute to and exacerbate these challenges. Against that background, we also argue that a trait-centered, generalized, and interdisciplinary conceptualization of evolution may hold significant learning potential for advancing progress in addressing some of these persistent challenges facing evolution education. We outline a number of testable hypotheses about the educational value of teaching evolutionary theory from this more generalized and interdisciplinary conception.

scholarly journals Educational potential of teaching evolution as an interdisciplinary science

2020 ◽  
Author(s):  
Susan Hanisch ◽  
Dustin EIrdosh
Keyword(s):  
General Education ◽  
Conceptual Understanding ◽  
Evolutionary Theory ◽  
Evolution Education ◽  
Learning Potential ◽  
Teaching Evolution ◽  
Interdisciplinary Science ◽  
Educational Value ◽  
Perceived Relevance ◽  
Educational Potential

Evolution education continues to struggle with a range of persistent challenges spanning aspects of conceptual understanding, acceptance, and perceived relevance of evolutionary theory by students in general education. This article argues that a gene-centered conceptualization of evolution may precisely contribute to and exacerbate these challenges. Against that background, we also argue that a trait-centered, generalized, and interdisciplinary conceptualization of evolution may hold significant learning potential for addressing some of these persistent challenges facing evolution education. We outline a number of testable hypotheses about the educational value of teaching evolutionary theory from this more generalized and interdisciplinary conception.

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 EvMedEd: A Teaching Resource for Integrating Medical Examples into Evolution Education

2020 ◽  
Vol 82 (2) ◽  
pp. 123-126
Author(s):  
Daniel Z. Grunspan ◽  
Randolph M. Nesse ◽  
Sara E. Brownell
Keyword(s):  
High School ◽  
Evolution Education ◽  
Evolutionary Medicine ◽  
Effective Strategy ◽  
Introductory Biology ◽  
Teaching Evolution ◽  
Teaching Resource ◽  
Health And Disease ◽  
Classroom Use ◽  
Health Careers

Teaching evolution using medical examples can be a particularly effective strategy for motivating students to learn evolutionary principles, especially students interested in pursuing medical and allied health careers. Research in the area of evolutionary medicine has expanded the number of ways in which evolution informs health and disease, providing many new and less widely known contexts that can be adopted for classroom use. However, many instructors do not have time to locate or create classroom materials about evolutionary medicine. To address this need, we have created EvMedEd, a resource repository to help instructors who want to integrate more medical examples into their evolution instruction or instructors who are teaching a course on evolutionary medicine. Some resources are designed to be more appropriate for a high school or introductory biology audience, whereas others are more advanced. We encourage instructors to access this curated website and to share their own teaching materials with this community.

Darwin's Roadmap to the Curriculum

2019 ◽  
Keyword(s):  
Biological Sciences ◽  
Evolutionary Theory ◽  
Interdisciplinary Approach ◽  
Thinking Skills ◽  
Evolution Education ◽  
Critical Thinking Skills ◽  
Academic Disciplines ◽  
Degree Programs ◽  
Interdisciplinary Field ◽  
Political Backlash

This book integrates the vast literature in the interdisciplinary field of Evolutionary Studies (EvoS), providing clear examples of how evolutionary concepts relate to all facets of life. It provides chapters dedicated to the processes associated with an EvoS education, including examples of how an interdisciplinary approach to evolutionary theory has been implemented successfully at various colleges and universities and in degree programs. Chapters outline a variety of applications to an evolution education, including improved sustainable development, medical practices, and creative and critical thinking skills. Finally, this book explores controversies surrounding evolution education and provides a roadmap to help shape a positive future for this approach to asking and answering questions. Although Darwin’s theories have famously changed the foundational ideas related to the origins of life, shaping entire disciplines in the biological sciences, across the globe today people are famously misinformed and uneducated about Darwinian principles and ideas. Applications of evolutionary theory outside the traditional areas of biology have been slow to progress. Further, scholars doing such work regularly experience political backlash. But there is hope. A slow but study push to advance the teaching of evolution across academic disciplines has been under way for more than a decade, with the editors of this book sitting at the forefront of this trend. This book is designed to provide a model for ways to ask Darwinian questions across all areas of intellectual inquiry.

scholarly journals FACTORS AFFECTING STUDENT ACCEPTANCE OF EVOLUTION THEORY BASED ON GENDER AND EDUCATIONAL BACKGROUND: a case study in Universitas Islam Madura, Indonesia

2020 ◽  
Vol 7 (1) ◽  
pp. 46-53
Author(s):  
Shefa Dwijayanti Ramadani ◽  
Lukluk Ibama
Keyword(s):  
Evolutionary Theory ◽  
Educational Background ◽  
Teaching Evolution ◽  
Factors Affecting ◽  
Theory Of Evolution ◽  
Descriptive Research ◽  
Educational Backgrounds ◽  
Correlational Research ◽  
Student Acceptance

Evolution is one area on Biology learning that has the most contravention and misconception for many students in various educational regions globally, including Indonesia. This study aimed to identify student's acceptance of the evolutionary theory. The study was conducted using a mixed-method, in which the results of descriptive research were followed by correlational research on the variables studied. Data were collected by using questionnaire and rubric of Measure of Acceptance of The Theory of Evolution (MATE). The results showed that the average MATE score was 65.05, in which the students tended to have a moderate level of the acceptance of the evolutionary theory. The result showed that sex and religious background correlated with students' acceptance of the evolutionary theory, with a contribution of 49.9%. Thus, these results suggest that evolution is a crucial aspect to be considered in teaching evolution, and there must be an effort to overcome the differences in the acceptance of evolutionary theory in students with different gender and educational backgrounds. Three other factors influence student acceptance of the theory of evolution, namely students' misconceptions, beliefs, and understanding of the nature of science. Therefore, identification of students' prior knowledge is needed to determine the factors that influence students' acceptance in a context.

Using Mystery Tubes to Teach the Nature of Nonscience

2015 ◽  
Vol 77 (7) ◽  
pp. 549-552 ◽  
Author(s):  
Janet Vigna
Keyword(s):  
Nature Of Science ◽  
Evolutionary Theory ◽  
Science Classroom ◽  
Teaching Evolution ◽  
Logical Reason

I modified the classic Mystery Tube activity to teach not only the nature of science but also the nature of what is not science. In order for evidence and logic to be effective tools for teaching evolution, instructors may first benefit from giving students a tangible reason to set aside any prior nonscientific ideas they bring to the classroom. This activity helps instructors intentionally delineate scientific from nonscientific hypotheses, providing a clear and logical reason for teaching evolutionary theory, but not metaphysical ideas, in the science classroom.

scholarly journals A Call to Use Cultural Competence When Teaching Evolution to Religious College Students: Introducing Religious Cultural Competence in Evolution Education (ReCCEE)

2017 ◽  
Vol 16 (4) ◽  
pp. es4 ◽  
Author(s):  
M. Elizabeth Barnes ◽  
Sara E. Brownell
Keyword(s):  
Cultural Competence ◽  
Undergraduate Students ◽  
Evolution Education ◽  
Culturally Competent ◽  
Teaching Evolution ◽  
Undergraduate Biology ◽  
Biology Students ◽  
Secular Culture ◽  
Acceptance Of Evolution ◽  
Religious Cultures

Low acceptance of evolution among undergraduate students is common and is best predicted by religious beliefs. Decreasing students’ perceived conflict between religion and evolution could increase their acceptance of evolution. However, college biology instructors may struggle with trying to decrease students’ perceived conflict between religion and evolution because of differences in the religious cultures and beliefs of instructors and students. Although a large percentage of undergraduate students in evolution courses are religious, most instructors teaching evolution are not. To consider differences between the secular culture of many college instructors and the religious culture of many students, we propose using a lens of cultural competence to create effective evolution education. Cultural competence is the ability of individuals from one culture (in this case, primarily secular instructors who are teaching evolution) to bridge cultural differences and effectively communicate with individuals from a different culture (in this case, primarily religious undergraduate biology students). We call this new framework Religious Cultural Competence in Evolution Education (ReCCEE). In this essay, we describe a suite of culturally competent practices that can help instructors reduce students’ perceived conflict between evolution and religion, increase students’ acceptance of evolution, and help create more inclusive undergraduate biology classrooms.

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