Don't Reinvent the Wheel: Capitalizing on What Others Already Know about Teaching Topics in Evolution

Ziadie, Michelle A.; Andrews, Tessa C.

doi:10.1525/abt.2019.81.2.133

Cited by 3 publications

(2 citation statements)

References 21 publications

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“…If we look at the landscape of research on the teaching of evolution and ask what is known and what is not known, what are the open questions, and what are the barriers to student understanding, we see that the teaching of biological complexity is front and center to these questions. It appears from the current literature on evolution content in K‐12 (Ziadie and Andrews 2019; 2018) that not much is known about how to teach biological complexity for the topic does not appear in reviews of evolution content knowledge. A barrier to student understanding of evolution is how teachers should teach complexity and an open question is how to include the teaching of complexity in K‐12 learning objectives and content.…”

Section: Discussionmentioning

confidence: 99%

“…We have been teaching these topics through implementing the general teaching tools introduced in the last main section. The implementation of each tool aims to improve student understanding of and engagement with evolutionary biology generally and specifically with regards to the subject of biological complexity, a topic missing from summaries of content in the evolution K‐12 classroom (Ziadie and Andrews 2018; 2019).…”

Section: Adapting and Integrating The New Materials Into The Local Ed...mentioning

confidence: 99%

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Translating research on evolutionary transitions into the teaching of biological complexity

Michod

Davison

Sanders³

et al. 2022

Evolution

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Nested hierarchical structure is one of life's most familiar properties and a major component of biological diversity and complexity. However, there is little effort to teach the evolution of the hierarchy of life, as there is little effort to teach biological complexity per se. We propose a framework for teaching biological complexity based on research on evolutionary transitions in individuality (ETI theory). Translating ETI theory into the classroom allows students to see the connections between natural selection, social behavior in groups, and the major landmarks of biodiversity in the hierarchy of life. The translation of ETI theory into pedagogic content and practices involves (i) the new content that must be taught, (ii) the development of general teaching tools to teach this new content, and (iii) connecting the new content and teaching tools to the specific educational context including integrating with learning standards and benchmarks. We show how teaching ETIs aids in the teaching of science practices and in teaching the process of evolutionary change. Evolutionary transitions research provides a way to teach biological complexity that is familiar and engaging to students, leveraging their inherent understanding of social dynamics and group behavior.

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Section: Discussionmentioning

confidence: 99%

Section: Adapting and Integrating The New Materials Into The Local Ed...mentioning

confidence: 99%

Translating research on evolutionary transitions into the teaching of biological complexity

Michod

Davison

Sanders³

et al. 2022

Evolution

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Translating research on evolutionary transitions into the teaching of biological complexity. II. A NGSS-aligned framework for teaching the hierarchy of life

Hoskinson,

Davison,

Sanders

et al. 2024

Evo Edu Outreach

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Public vs. Private

Berumen,

Boatman,

Bland

2024

The American Biology Teacher

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Evolutionary theory is fundamental to biology, yet evolution instruction in high schools has often been unsatisfactory. How or whether high school biology teachers teach evolution is influenced by their own acceptance or rejection of evolutionary theory, parents’ and community members’ views, and in the case of some private schools, their religious affiliations. Studies documenting how evolution is taught in public high schools have been conducted, yet private schools remain underresearched. Arkansas high school biology teachers employed by public and private schools were invited to complete a survey composed of the Measure of Acceptance of the Theory of Evolution (MATE) and other items designed to allow comparison of their treatment of topics within evolutionary theory. Specifically, we sought to compare public and private teachers’ acceptance of evolution, how they teach it in their classrooms, and how their acceptance of the validity of evolution compares with four other widely accepted scientific theories (cell, gene, germ, and atomic). Results suggest that public school teachers have higher levels of acceptance of evolution than private school teachers. However, teachers in both public and private schools reported lower acceptance of the validity of evolutionary theory compared with the other four scientific theories. Across topics within evolution, natural selection was given the most treatment while human evolution was given the least.

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Don't Reinvent the Wheel: Capitalizing on What Others Already Know about Teaching Topics in Evolution

Cited by 3 publications

References 21 publications

Translating research on evolutionary transitions into the teaching of biological complexity

Translating research on evolutionary transitions into the teaching of biological complexity

Translating research on evolutionary transitions into the teaching of biological complexity. II. A NGSS-aligned framework for teaching the hierarchy of life

Public vs. Private

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