Teaching Evolution Using Semester-Long Student Investigations of Adaptation by Natural Selection

Autor/in	Haenel, Gregory
Titel	Teaching Evolution Using Semester-Long Student Investigations of Adaptation by Natural Selection
Quelle	In: American Biology Teacher, 85 (2023) 2, S.66-72 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-7685
Schlagwörter	Science Instruction; Evolution; Biology; Genetics; Persuasive Discourse; Heredity; Active Learning; Case Studies; Scientific Concepts; Concept Formation; Animals; Speech Communication; Altruism; Animal Behavior; Plants (Botany); Birth; Assignments + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Biologie; Humangenetik; Persuasion; Persuasive Kommunikation; Erblichkeit; Aktives Lernen; Case study; Fallstudie; Case Study; Concept learning; Begriffsbildung; Animal; Tier; Tiere; Altruistic behavior; Altruismus; Tierverhalten; Pflanze; Geburt; Assignment; Auftrag; Zuweisung
Abstract	Case studies are valuable tools for instruction but are often limited to a single topic and a single class period. Courses such as evolution that synthesize multiple concepts around a common theme, however, can use a single case study type project that extends over the entire semester to develop and link core concepts. A central theme in evolutionary biology is determining if complex biological traits represent adaptations that arose by natural selection. The instructional model presented here engages students in a step-by-step process to answer this question of adaptation for a trait of their choosing. In this process, the instructor first introduces the major concepts required to address adaptation. As each major concept is developed in class, students apply this concept to their particular trait, using information gathered from published studies. Students then report their research back to the class. At the end of the semester, each group synthesizes their evidence into a paper developing an argument as to whether or not their trait fits the criteria of being an adaptation. This project provides students with ownership of course material, gets students to act as practicing scientists, and helps them integrate and apply theoretical material to real questions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01