Integrative cases for teaching evolution

Abstract

Current university-level evolution instruction often suffers from a disjointed curriculum that separates molecular and ecological processes, at times omitting the former altogether. At the same time, national reform efforts call for the principles of evolution to be taught across the curriculum. We met this challenge by developing four cases (Mouse Fur Color, Pea Taste, Monkey Opsins and Clam Toxin) that present an integrated, comprehensive approach to teaching evolution across biological sub-disciplines. Our intent was to provide materials that post-secondary instructors could use to bolster their content knowledge and adapt for their students as they endeavor to configure their teaching to meet Vision and Change challenges. The material in any given case can be used to support the teaching of evolution across the curriculum, whether within a single introductory or advanced course, or more comprehensively across several courses. The cases are presented in a way that will allow instructors to quickly see how to apply this approach.

Una tipología de casos para enseñar el modelo de evolución por selección natural

“…Esto es claro en el caso de la teoría de la evolución, en cuya enseñanza nunca faltan los casos del "melanismo industrial" y del largo del cuello de la jirafa. En relación con la enseñanza de la teoría de la evolución, específicamente, existen unas pocas propuestas para la selección de casos (ver, por ejemplo, White et al, 2013;Zimmer, 2008) y ninguna comparable a la que aquí ofrecemos. Solo Kalinowsky et al (2013) realizan una propuesta parcialmente coincidente con la nuestra, pero -entre otras importantes diferencias-en dicha propuesta no se ofrece un análisis detallado en términos de concepciones y obstáculos, tal como hacemos aquí.…”

An Avida-ED digital evolution curriculum for undergraduate biology

“…Many misconceptions about evolutionary principles have been identified (Alters and Nelson 2002;Gregory 2009), and many resources are available to teachers as they find ways to help students understand evolutionary concepts (e.g., Understanding Evolution website; Goldsmith 2003;Abraham et al 2009;White et al 2013). Despite this abundance of teaching resources, teaching evolution through an inquiry approach remains somewhat intractable due to the timeframes typically involved in evolutionary processes and other difficulties of trying to study evolution in the laboratory classroom.…”

A Cross-Course Investigation of Integrative Cases for Evolution Education

“…Our overarching hypothesis is that biology students develop a more complete and deeper understanding of evolutionary principles when they learn to integrate knowledge across biological scales and disciplines (21). Rather than treating natural selection and fitness as the sole standardbearing concepts for evolution, an integrative approach provides a way for students to interact with concrete examples of evolution that include, yet extend far beyond, ecological principles.…”

“…Rather than treating natural selection and fitness as the sole standardbearing concepts for evolution, an integrative approach provides a way for students to interact with concrete examples of evolution that include, yet extend far beyond, ecological principles. Along these lines, we developed a set of online evolution cases 1 (Evo-Ed Cases, www.evo-ed.org) that address the biological basis of evolution within single study systems from genes to protein function, cell biology, and selectable phenotypes (21). Each case focuses on the complete evolution of a trait from its origin in DNA mutation (the "micro" scale) to its culmination in a selectable phenotype affecting ecological communities (the "macro" scale).…”

“…Each case focuses on the complete evolution of a trait from its origin in DNA mutation (the "micro" scale) to its culmination in a selectable phenotype affecting ecological communities (the "macro" scale). To date, we have developed six cases of trait evolution that explicitly tie biochemical evolution to natural selection (see Box 1 and White et al (21) for descriptions of cases). The primary learning objective of each case is for students to use principles of molecular and cell biology when they describe evolutionary processes.…”