Teaching Evolution through the Hardy-Weinberg Principle: A Real-Time, Active-Learning Exercise Using Classroom Response Devices

Autor/inn/en	Brewer, Michael S.; Gardner, Grant E.
Titel	Teaching Evolution through the Hardy-Weinberg Principle: A Real-Time, Active-Learning Exercise Using Classroom Response Devices
Quelle	In: American Biology Teacher, 75 (2013) 7, S.476-479 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-7685
DOI	10.1525/abt.2013.75.7.6
Schlagwörter	Evolution; Teaching Methods; Scientific Concepts; Scientific Principles; Science Activities; Fundamental Concepts; Concept Teaching; Genetics; Active Learning; Behavioral Objectives; Instructional Materials; Test Items; Audience Response Systems; Feedback (Response) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Grundlagenplan; Konzept; Humangenetik; Aktives Lernen; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Test content; Testaufgabe
Abstract	Teaching population genetics provides a bridge between genetics and evolution by using examples of the mechanisms that underlie changes in allele frequencies over time. Existing methods of teaching these concepts often rely on computer simulations or hand calculations, which distract students from the material and are problematic for those with high math anxiety. We outline an exercise that engages students and provides real-time feedback through the use of classroom response devices. This exercise has been used with success and employs a conceptual-change approach to teach the fundamental, yet often misunderstood, concept of biological evolution. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10