Abstract
My course aims towards a conceptual understanding of biological evolution. I use animal behavior as a tool to teach evolutionary processes. Undergrad students in my school can often describe natural selection in sufficient detail. Yet, I frequently encounter misconceptions (e.g. “survival of fittest one” or “social life is more evolved than asocial life”), suggesting lack of coherent understanding and application. To overcome this gap, I use a highly interactive approach that emphasizes collaboration between student and teacher. This is achieved by inclusion of interrupted case studies, design of continuous assessment around SOLO taxonomy and student engagement by collective determination of “muddy points”. In essence, this course aims to develop skills to look at trees (behavior) and develop a vision of forest (evolution).
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