The nature of science as a foundation for fostering a better understanding of evolution

Abstract

Misunderstandings of the nature of science (NOS) contribute greatly to resistance to evolutionary theory especially among non-scientific audiences. Here we delineate three extended instructional examples that make extensive use of NOS to establish a foundation upon which to more successfully introduce evolution. Specifically, these instructional examples enable students to consider evolutionary biology using NOS as a lens for interpretation of evolutionary concepts. We have further found, through our respective research efforts and instructional experiences, that a deep understanding of NOS helps students understand and accept the scientific validity of evolution and, conversely, that evolution provides an especially effective context for helping students and teachers to develop a deep understanding of the nature of science. Based on our research and instructional experiences, we introduce six key factors necessary for enhanced instructional success in teaching evolution. These factors are: (1) foster a deep understanding of NOS; (2) use NOS as a lens for evolution instruction; (3) explicitly compare evolution to alternative explanations; (4) focus on human evolution (where possible); (5) explicitly recognize the power of historical inference and (6) use active, social learning. Finally, we elaborate and ground these key factors in supporting literature.

Reconciling evolution: evidence from a biology and theology course

“…A multifactorial analysis by Dunk et al ( 2017 ) suggested that out of factors including evolutionary content knowledge, religiosity, epistemological sophistication, and an understanding of the nature of science, the latter was the most important factor associated with acceptance of evolution amongst college students, explaining four times more variation than evolutionary content knowledge. Nelson et al ( 2019 ) argue that teaching the nature of science may be the most effective tool to increasing understanding of evolution. Additional work (Rutledge and Warden 2000 ; Rosengren et al 2012 ; Akyol et al 2010 ; Cavallo 2008 ; Lombrozo et al 2008 ) has also found a connection between an understanding of NOS and acceptance of evolutionary theory.…”

Knowledge about the nature of science increases public acceptance of science regardless of identity factors

“…A more promising approach may thus be to focus on people’s knowledge of general science facts and of the processes and practices of science, known as the Nature of Science (NoS). In general, people who have higher NoS knowledge may be in a better position to understand the connection between scientific practices and the generation of knowledge (Nelson et al, 2019; Thanukos and Scotchmoor, 2012) or the role that the scientific community plays (Slater et al, 2019). This knowledge may allow for more robust acceptance of the scientific consensus or greater trust in scientific claims.…”

Critical relationships in managing students’ emotional responses to science (and evolution) instruction

“…My second through several subsequent attempts were much improved after several discussions with a key mentor, Craig E. Nelson, Emeritus Professor of Biology (Indiana University). Nelson implemented peer discussion as early as the mid-1970s and described the benefits of this pedagogy in promoting critical thinking (Nelson 1986, Nelson et al 1998, Nelson 2008Nelson et al 2019). Crucial to the success of peer discussion pedagogy is relevant subject matter and the establishment of structured guidelines for how peers should interact-what is off-limits and what should be encouraged-to facilitate the building of positive student-student relationships.…”

“…Crucial to the successful critical thinking of undergraduate novice teacher candidates was explicit and reflective NOS and evolution assignments. The prominent tenets of which are delineated in Scharmann (2018) and Nelson et al (2019).…”

“…If an instructional environment that is conducive to learning generally requires the development of good student-teacher relationships, then a classroom atmosphere of trust is an especially important consideration when we engage students in the teaching and learning of scienceespecially with respect to evolution (Bertka et al 2019;Nelson et al 2019;Scharmann 2018;Pobiner et al 2018;Southerland and Scharmann 2013;Oliviera et al 2011;Woods and Scharmann 2001). Winslow et al (2011) argued further that when students perceive that their instructor lacks an emotional relationship with them, that it is almost a certainty that student apprehensions about learning evolution will be retained.…”