Use of the “Tree” Analogy in Evolution Teaching by Biology Teachers

Abstract

This work discusses the use of Darwin's 'Tree of Life' as a didactic analogy and metaphor in teaching evolution. It investigates whether biology teachers of pupils from 17 to 18 years old know Darwin's text 'Tree of Life'. In addition, it examines whether those teachers systematically employ either the analogies present in that text or other analogies between the tree and evolution, and whether they adopt a specific methodology for teaching with analogies and metaphors (A&M). The academic training of teachers regarding use of A&M is review briefly. A diagnostic study was carried out with biology teachers in a public school in the town of Contagem in the state of Minas Gerais in Brazil. The data were obtained through direct observation, questionnaires and a focus group. The teachers pointed out in the questionnaires that some details of Darwin's analogy are utilized as a resource. However, analysis of the data indicates that the 'Tree of Life' text is not known or utilized in class. At the same time, the teachers state that they use aspects of the tree as a didactic resource to teach evolution and that its use facilitates the learning of content. The teachers have little knowledge of specific methodologies of teaching with analogies and metaphors, revealing that their training is incomplete in this area.The affinities of all of the beings of the same class have sometimes been represented by a great tree. I believe this simile largely speaks the truth. (Darwin 1859, p. 129).

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

“…A few studies indicate that teachers lack knowledge for teaching evolution (Marcelos and Nagem 2011;van Dijk 2009). The most neglected area of teacher preparation is PCK, as we found no examples in which PCK was an explicit goal for preparing teachers to teach evolution.…”

Research Trends about Analogy Studies in Science Education: A Descriptive Content Analysis

“…On the other hand, it is observed that analogy studies are carried out less in biology than in other fields and that most studies are carried out in the field of chemistry. The fact that there are fewer abstract subjects in biology than in other fields would be the reason (Lawson, 2001;Marcelos & Nagem, 2012). Analogy studies conducted in the field of biology are among the subjects of "Cell and Structure" and "Systems in our body", where abstract concepts are most difficult for students, and analogy examples are more common in teaching (Digilli, 2014).…”

A Tomada de Consciência sobre o uso de Analogias Espontâneas: Contribuições de uma Formação Continuada Desenvolvida com Professoras de Ciências

“…Elas levam a descobertas, sendo usadas para a explicação de teorias científicas transmitidas de geração a geração. Por tal característica também estimulam a interpretação da realidade (DUIT, 1991;FABIÃO;DUARTE, 2006;MARCELOS;NAGEM, 2009). Almeida (2020) aponta que a temática em Educação em Ciências possui demandas quando se olha para a formação de professores e o trabalho com as questões de linguagem.…”