Teaching Of Evolutionary Theory Research Articles

The teaching of evolutionary theory and the Cosmos–Evidence–Ideas model

Evolutionary theory (ET), as many researchers have pointed out, is one of the cornerstones of Biology, whose understanding facilitates the study of all its other fields since it offers general and dominant explanations for the phenomena it examines. Thus, the intense research activity presented in relation to the teaching and learning of evolution is justified. Various methodological approaches attempt to conclude in an effective way how to overcome the barriers associated with the acceptance and understanding of ET. In the present research, the usefulness of the Cosmos–Evidence–Ideas (CEI) model as a tool for enhancing the effectiveness of selected activities for teaching ET is tested. Two different Teaching Learning Sequences (TLS) were designed, implemented, and evaluated, in one of which CEI was used as a design tool. Next, a comparison of the evaluation outcomes of the two TLSs was conducted. It was found that students from both groups increased their performance. This increase was slightly greater for the students who were taught evolution through the TLS, designed with the CEI model. An interpretation is given for the extent of that increase related to the model's characteristics, and suggestions for better improvement in the future are included. To sum up, there are indications that the CEI model might have the potential to enhance the effectiveness of a TLS for ET when used as a design tool.

Concepções de alunos do ensino médio sobre a origem das espécies

Este trabalho teve por objetivo analisar as concepções de estudantes de Ensino Médio, em Macapá (Amapá, Brasil), a respeito da origem das espécies. Por meio de questionários, observou-se a predominância da concepção criacionista descrita na Bíblia, em sua interpretação literal. A concepção evolucionista tendeu a ser mais frequente somente quando aplicada às espécies não humanas. Registraram-se, ainda, contradições entre algumas ideias dos alunos e a teoria da evolução, que também demonstrou ser pouco compreendida pelos pesquisados. Estas observações indicam a necessidade de intervenções educativas para minimizar a problemática observada, contribuindo para o maior diálogo entre as concepções dos alunos e o ensino de evolução.

The Conflict over Origins: A Discourse Analysis of the Creationism Controversy in American Newspapers

The debate about human origins between creationists and biologists is hardly a new one. In its latest cycle, the dispute concerns the status of Intelligent Design and the teaching of evolutionary theory in public schools. The controversy is primarily political, motivated by deeply held feelings about identity. A discourse analysis using network modeling was applied to newspaper coverage of the controversy from September to December 2005, around the time of the Dover trial (Kitzmiller v. Dover Area School District). The present study investigated how newspaper coverage of the trial framed the controversy. Arguments from the creationist viewpoint tended to portray the conflict as a dispute between “Darwinism” and a new theory. Arguments from the science position focused on the consensus regarding current knowledge and science teaching in public schools among professional biologists. Results suggest the elite frame was more common, just as other studies of science journalism have found. No significant differences were discovered comparing metropolitan and nonmetropolitan newspapers. Although there were some regional differences, the overall structure of the discourse was similar.

Tennessee to Texas: Tracing the Evolution Controversy in Public Education

Darwin's Theory of Evolution has stirred controversy since its inception. Public schools in the United States, pressed by special interest groups on both sides of the controversy, have struggled with how best to teach the theory, if at all. Court cases have dealt with whether states can ban the teaching of evolutionary theory, whether Creationism may be taught alongside evolution, and whether disclaimers may be read before the teaching of evolution in science classes. The authors, through the examination of landmark court decisions, trace the origins of the controversy from its beginning to the related issue of science textbook adoption in Texas.

Objects and Objectivity: The Evolution Controversy at the American Museum of Natural History, 1915–1928

For the purpose of this essay, I examine how evolutionary theory was treated and responded to in the American Museum of Natural History’s Hall of the Age of Man during the early 1900s. Specifically, I examine how the curatorial work of the museum’s president, Henry Fairfield Osborn, relied on the purported use of objectivity as a means by which to communicate the validity of evolutionary theory through the objects in his exhibit. But objectivity represented a resource for anti-evolution critics as well. To show this, I likewise examine how the Baptist pastor, John Roach Straton, responded to Osborn’s objects and purported use of objectivity in the Hall of the Age of Man and how he himself attempted to establish a different type of objectivity through pluralistic approaches to theories of origins. Established as a common value, objectivity ceased to be a simple discriminator between scientists and non-scientists within the debate over evolution. While issues over the teaching of evolutionary theory during this period are already well known, I show here that the controversy over evolutionary theory was not only an issue within public schools during the early 1900s, but also within the museum as an institute of public education and how the rhetorical role of objects and space were critical components of argument for both evolutionists and creationists.

What Conceptions do Greek School Students Form about Biological Evolution?

In Greece, since 2000, the teaching of evolutionary theory is restricted solely to lower (junior) high school and specifically to ninth grade. Even though the theory of evolution is included to the 12th grade biology textbook, it is not taught in Greek upper (senior) high schools. This study presents research conducted on the conceptions of Greek students regarding issues set out in the theory of evolution after the formal completion of the teaching of the theory. The sample comprised 411 10th grade students from 12 different schools. The research results show that the students appear to have a positive view of the idea of evolution, the evolution of man, and the common origin of organisms. However, they have retained many alternative views, or else they are completely in ignorance of basic issues in evolutionary theory regarding: what is considered evolution in biology, the main mechanism of evolutionary changes in what is considered natural selection, what the theory of evolution actually explains, and what the word theory means in science. At least in Greece, these views still prevail because the theory of evolution is marginalized in the teaching of biology in Greek schools, and biology education does not help students formulate overall conceptual structures to enable them to understand the question of biological change.

Using human evolution to teach evolutionary theory

This paper discusses some traditional approaches to the teaching of evolutionary theory at pre-university level, criticising in particular some of the more commonly used models and exemplars. Curricular demands are described and an alternative approach is suggested, using the emerging story of human evolution. Recent discoveries help to illustrate that this is alsoan active area of research interest. Approaches to discussions of scientific scepticism and also to unpicking and understanding scientific language are suggested to help empower students' engagement with a difficult area of their biological education.

Is it True that ‘Evolution Is a Theory, Not a Fact’?

The teaching of evolutionary theory in U.S. public school science classes has been called into question via numerous school board mandated evolution is a theory, not a fact disclaimers that have appeared on science textbooks in recent years and which have been the subject of recent court cases. I evaluate the scientific reasonability of such disclaimers by engaging in conceptual analysis on the crucial terms in the key claimevolution is a theory, not a fact Assessing various interpretations of the key claim, I argue that, for any interpretation, it is either clearly false, or trivially true, or not even marginally reasonable as a rationale, of the sort pertaining to science, that justifies the use of the disclaimer or the advice it recommends to students. I conclude that such disclaimers have no scientific merit Finally, I offer brief remarks about what we may learn from the use of the disclaimers, as well as a word about the relevance of methodological naturalism to current disputes, and likely ones in the near future, over evolution.

Evolutionary Theory, the Nature of Science & High School Biology Teachers: Critical Relationships

WITHOUT question the most powerful theory within the field of biology is that of evolution. Evolutionary theory allows for the investigation of a broad spectrum of interesting biological questions in a scientifically meaningful way. It provides a mechanism for exploration of the intriguing ‘‘hows’’ and ‘‘whys’’ we are compelled to ask concerning the tremendous diversity of life. With it, the multitude of traits and behaviors of organisms take on meaning. Indeed, as Dobzhansky (1973) elegantly stated, ‘‘Nothing in biology makes sense except in light of evolution’’ (p. 125). Yet, despite the fact that evolutionary theory is extremely well-supported and non-controversial within the scientific community, it has not been as well received by the general public. Several studies reveal that a sizable portion of Americans have little understanding of evolutionary theory and reject it as a valid explanation of the current state of life (Ching 1984; Edwords 1981a; Edwords 1981b; Holden, 1988; National Science Board 1989). This difference in understanding and acceptance of evolutionary theory between the scientific community and the general public represents more than a lag between the generation of knowledge in a discipline and its dissemination to the public through the educational system. Rather, it represents a gulf in understanding that has not been successfully bridged through a century of science education. The factors contributing to this gulf are complex and manifold. The teaching of evolutionary theory in public high schools has been embroiled in controversy throughout the century. Restrictive board of education policies, opposition from religious groups, school administrators, and community members, inadequate textbook coverage, and teachers’ own personal religious beliefs have contributed to the documented de-emphasis of evolution in the high school biology