Collective Landmarks for Deep Time: A New Tool for Evolution Education

Autor/in	Delgado, Cesar
Titel	Collective Landmarks for Deep Time: A New Tool for Evolution Education
Quelle	In: Journal of Biological Education, 48 (2014) 3, S.133-141 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2013.849280
Schlagwörter	Undergraduate Study; Undergraduate Students; Evolution; Biology; Science Instruction; Earth Science; Interdisciplinary Approach; Visual Stimuli; Geographic Location; Student Surveys; Astronomy; History; Statistical Significance; Accuracy; Student Characteristics + Suchen Sie Ihr Suchwort? Grundstudium; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Earth sciences; Geowissenschaften; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Schülerbefragung; Astronomie; Geschichte; Geschichtsdarstellung
Abstract	Evolution is a fundamental, organising concept in biology, yet there is widespread resistance to evolution among US students and there are rising creationist challenges in Europe. Resistance to evolution is linked to lack of understanding of the age of the Earth. An understanding of deep time is thus essential for effective biology education. Landmarks--well-known events of known absolute age--are important in developing a mental framework for deep time. "Collective landmarks" are important events of which a group of students has accurate and precise knowledge. The collective landmarks for time were determined in several semesters of an interdisciplinary undergraduate course at a US public research university. A written survey was employed that asked students to select the appropriate ten-fold time range for ten important cosmological, biological and historical events. The collective landmarks were very similar across classes, including the Big Bang and the Cold War, and there was progress developing additional landmarks. No statistically significant differences in accuracy of estimation were detected across science, technology, engineering and mathematics (STEM) and social sciences majors. The potential utility of collective landmarks within a single biology course, and across a university biology programme, is described. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10