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Why is Evolution so hard to understand? Insights from implementing a human evolution case study in a technology-enhanced learning environment. Abstract :: Many students leave school with a fragmented understanding of biology, which prohibits them from connecting scientific ideas to their everyday lives. Especially one of the core ideas of biology, the theory of evolution, has been found difficult to understand as it incorporates a wide range of ideas from different areas and often gets in conflict with existing contradictory ideas learners' bring to the classroom. Dr. Schwendimann developed an evolution curriculum, "Gene Pool Explorer", using the web-based inquiry science environment (WISE) that combines concept mapping and guided inquiry activities. The WISE curriculum used an example from human evolution as a case study. This talk will discuss the challenges of teaching and learning the theory of evolution and present findings from implementing the WISE "Gene Pool Explorer" curriculum in authentic science classroom environments.
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FACULTY OF EDUCATION & SOCIAL WORK
Why is evolution so hard to understand?
Beat A. Schwendimann, Ph.D.
Coco
IISME Seminar August 15 2012
What makes understanding evolution so challenging?
Think. Discuss with your neighbour. Share.
“Nothing in biology makes sense but in
the light of evolution.”
Dobzhansky (1973)
Importance of Understanding Evolution
Understanding vs. Acceptance
No acceptanceAcceptance(in degrees)
No Understanding No Knowledge Authority Seeker
Understanding(in degrees)
Inert Knowledge Integrated Knowledge
Demastes (1995)
Evolution is still not well accepted
Challenges to Understanding Evolution
“Evolution, in a way, contradicts
common sense.”
Mayr (1982)
“Evolutionary theory is probably
oneof the most
counterintuitive ideas the human
mind has encountered, so
far.”
Evans (2008)
Repertoire of Alternative Ideas
Conceptual Change
Knowledge Integration
Alternative Ideas of Evolution
Mechanism: Sources of Variation
• Intentionality: Goal directed behaviour (teleology)
Mechanism: Sources of Variation
•Need
Source: http://evolution.berkeley.edu/evosite/misconceps/IEneeds.shtml
Mechanism: Sources of Variation
•Use/ Disuse
Evolution is random
Random Effects-Mutations-Genetic Drift
Non-random Non-random EffectsEffects
-Natural -Natural SelectionSelection
EVOLUTION
Evolution is directed towards perfection
Evolution happens to individuals
Mechanism: Inheritance of variation
• Essentialism: Evolution happens to all individuals of a species.
Evolution is over
• In the past 10,000 years….
Think. Discuss with your neighbour. Share.
Subject: Humans
Subject: Humans
Subject: Humans•Contextualization: Species-specific reasoning
•Human Exceptionalism•Mixed beliefs (Evans 2008)
Terminology
• Confusion of scientific and vernacular use of evolution terminology:
• Survival of the fittest • Adaptation• Theory
The theory of evolution explains the origin of life
Evolution is a theory in crisis
•Scientists do not argue IF evolution happened but HOW it happened.
Don’t call it “Darwinism”
• Not just the work of a single person
• Substantial extensions: Modern synthetic theory of evolution
Evolution in School
•Often taught in isolation
•Only for a short amount of time
•Teachers’ lack of understanding (and acceptance)
Teach the Controversy
Teaching the Controversy
Conceptual Change
Repertoire of alternative ideas
Humans are animals
TO WHOM does evolution happen? ->
SUBJECT
Evolution happens to all organisms
Phenotype
Selection of Variation
Natural SelectionNatural
SelectionGenetic
DriftGenetic
Drift
Inheritance of Individual Variation
Genotype
Source of Variation
Random MutationRandom Mutation
Recombination
Recombination
Evolution did and continues to happen
HOW does evolution happen? -> MECHANISM
Non-Directed Changes of Allele Frequencies in the Gene Pool
Active Integrated Knowledge of Modern Theory of Evolution
Repertoire of Ideas
Sort ideas
Add New Ideas
Evolution Mechanism-Subject Model
Challenge Implementation
Subject pillar Human exceptionalism Use human case study
Human evolution stopped
Human lactose tolerance as an example of recent human evolutionary change
Essentialism: Failure to detect individual variation
Use human case study
Mechanism pillar Need/Intention-based reasoning
Guided inquiry activities of random mutations, genetic drift, and natural selection
Disconnection between genotype and phenotype ideas
A) Cross-connections between genotype and phenotype ideasB) Proteins (enzymes)
Genotype - Phenotype
Genotype Phenotype?
Knowledge Integration Map
Two Treatment Groups
Generation
Critique
Gene Pool Explorer
Dynamic Visualisation Allele A1
Classroom Implementation
Knowledge Integration ScoreWhat changes occur gradually over time in groups of finches that live in different environments?
Knowledge Integration Gains
Integration Across Contexts
Using Evolution Ideas
KIM overall Changes
Student Example: Pre-Test
Student Example: Post-Test
KIM cross-link Changes
Implications
• Alternative ideas should be directly addressed.• Human evolution can be used as a pivotal case for evolution instruction
• Knowledge Integration Maps can elicit cross-connections between genotype and genotype ideas
• Critiquing or generation Knowledge Integration Maps can both support students’ knowledge integration
http://ncse.com
http://undsci.berkeley.edu
http://evolution.berkeley.edu
Recommendations
Thank you!
•schwendimann.org
