Evolution &amp; Phylogenetic Analysis: Classroom Activities for Investigating Molecular &amp; Morphological Concepts

Franklin, W A

doi:10.1525/abt.2010.72.2.12

Cited by 2 publications

(2 citation statements)

References 17 publications

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“…Thus, common misconceptions derived from the research literature should be explored when preparing teachers to teach evolution Knowledge of Instructional Strategies -includes knowledge of specific resources and strategies for teaching evolution. The practitioner literature is replete with interactive activities to teach evolution, including class simulations in which students act as predators and 'hunt' organisms over multiple generations (Sickel and Friedrichsen 2012;National Academy of Sciences 1998;Tieman and Haxer 2007), analyze data from finch populations in the Galapagos Islands (DeFina 2002), track changes in populations using mathematical models (Winterer 2001), and use phylogenetic analysis to determine the relatedness of different groups of animals (Franklin 2010). Wei et al (2012) discuss the multiple websites available that specifically target evolution instruction, including the Understanding Evolution website (University of California -Berkeley 2012), and the National Institute of Health (National Institute of Health 2012).…”

Section: Goal #5: Pedagogical Content Knowledgementioning

confidence: 99%

Examining the evolution education literature with a focus on teachers: major findings, goals for teacher preparation, and directions for future research

Sickel

Friedrichsen

2013

Evo Edu Outreach

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The theory of evolution is the fundamental backbone to the discipline of biology, yet many students possess misunderstandings. The teacher is the most important school-based factor in student learning, and therefore to improve students' understandings of evolution, we must better prepare teachers. The purpose of this paper is three-fold. First, we reviewed empirical research studies focused on K-12 teachers regarding evolution education from 1993 to 2011 with the purpose of identifying major themes of research and corresponding findings. Second, we used our understandings of current findings to inform the development and articulation of five goals for teacher preparation. Third, we discuss implications of this work for teacher preparation initiatives and directions of future research. We found that current evolution education research specific to K-12 teachers falls within four major themes, which collectively inform the development of five goals for preparing teachers to teach evolution. We argue that teachers should: (1) develop content knowledge of evolution; (2) develop understandings of the nature of science related to evolution; (3) develop acceptance of evolution as valid within science; (4) develop knowledge of and strategies for handling the public controversy; and (5) develop pedagogical content knowledge for teaching evolution. Based on our review, evolution courses and professional development initiatives for K-12 teachers should integrate the five goals, with more attention to teaching evolution in the classroom. Investigating the nature of teachers' acceptance of evolution and pedagogical content knowledge for teaching evolution are areas of research in need of continued pursuit.

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Section: Goal #5: Pedagogical Content Knowledgementioning

confidence: 99%

Examining the evolution education literature with a focus on teachers: major findings, goals for teacher preparation, and directions for future research

Sickel

Friedrichsen

2013

Evo Edu Outreach

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“…Essa capacidade dos diagramas de condensarem em si uma infinidade de características se torna evidente quando se verifica que com algumas poucas linhas se torna possível representar homologias, relações de ancestral-descendente, desenvolvimento de novidades evolutivas, ramificações de táxons e a ideia de tempo evolutivo (BAUM e OFFNER, 2008;CATLEY e NOVICK, 2008;FRANKLIN, 2010; MARCELOS e NAGEM, 2011; NOVICK e CATLEY, 2007).…”

Section: Análise Iconográficaunclassified

Análise iconográfica do tópico evolução biológica em livros didáticos de biologia para o ensino médio

Braunstein

Eichler

2017

RBECT

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Considerando os livros didáticos um bom reflexo dos currículos escolares e a evolução biológica o eixo central da biologia, realizou-se por meio desse trabalho a análise do uso de desenhos, de infográficos e de diagramas e dos seus importantes papeis como mediadores do ensino e da aprendizagem do tema evolução biológica. Sendo isso feito por meio de uma análise iconográfica desse assunto em livros de biologia de ensino médio de autores com obras aprovadas pelo Programa Nacional do Livro Didático (PNLD 2012). A partir dessa análise, verificou-se que os livros apresentam poucas descrições e explicações sobre como diagramas e cladogramas devem ser lidos ou interpretados. Também se observou a preferência dos autores por diagramas que podem ser considerados de difícil compreensão. Apesar disso, pode-se notar que os autores têm apresentado diferentes modificações desses diagramas, melhorando-os, o que tem permitido uma melhor interpretação dos diagramas evolutivos.

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Evolution & Phylogenetic Analysis: Classroom Activities for Investigating Molecular & Morphological Concepts

Cited by 2 publications

References 17 publications

Examining the evolution education literature with a focus on teachers: major findings, goals for teacher preparation, and directions for future research

Examining the evolution education literature with a focus on teachers: major findings, goals for teacher preparation, and directions for future research

Análise iconográfica do tópico evolução biológica em livros didáticos de biologia para o ensino médio

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