A community-informed list of key speciation concepts for undergraduate education.

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Autor/Urheber	Dustin Dial; Nnaji Emetu; Tessa C. Andrews
Institution	BMC
Titel	A community-informed list of key speciation concepts for undergraduate education.
Quelle	In: doi:10.1186/s12052-019-0105-2; 1936-6426; 1936-6434; Evolution: Education and Outreach, Vol 12, Iss 1, Pp 1-8 (2019)(2019) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.1186/s12052-019-0105-2
Schlagwörter	Speciation; Conceptual learning; College; Undergraduates; Evolution understanding; Standards; Special aspects of education; Evolution; QH359-425
Abstract	Abstract Background Many topics in evolutionary biology have been the focus of little research about student thinking and learning. This lack of research limits the evidence base on which instructors can draw to inform their teaching. A key starting place for education research about evolutionary topics is determining what concepts are important for undergraduates to learn. This work develops a community-informed list of key concepts about speciation. Speciation is commonly taught in undergraduate biology education, yet has been the focus of almost no research on teaching and learning. We gathered input from over 110 evolution educators and speciation researchers to create a comprehensive list of speciation concepts for undergraduate education. Results The community-informed list includes 24 concept statements organized within 4 overarching concepts. At least 80% of experts rated these statements as scientifically accurate and clear. Over 90% of experts rated the statements as important or somewhat important for a graduating senior in biology to understand. Conclusions This list provides a foundation for both education researchers and evolution educators. Education researchers who investigate student thinking and who develop research-based measurement tools can use this list to determine key concepts on which to focus their future work. Educators can use this list to guide the development of learning objectives for speciation instruction. Future work should investigate what concepts are reasonable for an undergraduate to master in a 4-year degree.
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