By Steve Olson, Jay B. Labov
Evolution is the principal unifying subject of biology. but at the present time, greater than a century and a part after Charles Darwin proposed the assumption of evolution via normal choice, the subject is usually relegated to a handful of chapters in textbooks and some type classes in introductory biology classes, if coated in any respect. lately, a move has been gaining momentum that's geared toward greatly altering this example.
On October 25-26, 2011, the Board on lifestyles Sciences of the nationwide learn Council and the nationwide Academy of Sciences held a countrywide convocation in Washington, DC, to discover the numerous concerns linked to educating evolution around the curriculum. Thinking Evolutionarily: Evolution schooling around the existence Sciences: precis of a Convocation summarizes the objectives, displays, and discussions of the convocation. The ambitions have been to articulate concerns, show off assets which are at present to be had or below improvement, and start to increase a strategic plan for attractive the entire sectors represented on the convocation in destiny paintings to make evolution a important concentration of all classes within the lifestyles sciences, and particularly into introductory biology classes on the collage and highschool degrees, although contributors additionally mentioned studying in previous grades and life-long studying.
Thinking Evolutionarily: Evolution schooling around the existence Sciences: precis of a Convocation covers the wider matters linked to studying in regards to the nature, techniques, and bounds of technological know-how, due to the fact realizing evolutionary technological know-how calls for a extra basic appreciation of the way technology works. This record explains the key topics that recurred during the convocation, together with the constitution and content material of curricula, the techniques of training and studying approximately evolution, the tensions that may come up within the lecture room, and the objective audiences for evolution schooling.
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Extra info for Thinking Evolutionarily: Evolution Education Across the Life Sciences
Strand 3: Understand the nature and development of scientific knowledge. Strand 4: Participate productively in scientific practices and discourse. All of the strands are of equal importance in high-quality science education, said Alberts. But only one involves knowing what scientists have Copyright © National Academy of Sciences. All rights reserved. Thinking Evolutionarily: Evolution Education Across the Life Sciences: Summary of a Convocation 18 THINKING EVOLUTIONARILY discovered about the world.
Furthermore, many students have only naïve ideas, although this percentage declines with educational level. SEEING BENEATH THE SURFACE Research shows that novices tend to get tripped up by surface features of problems, such as the context, format, or details of a problem, rather than grasping a problem’s underlying structure. They think that similar problems framed in different ways are actually different problems, Copyright © National Academy of Sciences. All rights reserved. Thinking Evolutionarily: Evolution Education Across the Life Sciences: Summary of a Convocation LEARNING ABOUT EVOLUTION: THE EVIDENCE BASE 29 whereas experts see the similarities that are not apparent on the surface of those problems.
Carter pointed out during the ensuing discussion that students who take courses at community colleges constitute roughly half of the undergraduates in the United States. These students can range from 12 to 64 years of age and have widely divergent backgrounds. “You have to be creative,” she said. ” Improving the subject matter knowledge of teachers was one of the motivations behind the development of UTeach at the University of Texas, said Potts, where undergraduate science majors earn a teaching certificate in four years and are ready to teach high school science when they graduate.
Thinking Evolutionarily: Evolution Education Across the Life Sciences by Steve Olson, Jay B. Labov