Chapter

Challenges and Opportunities for Teaching and Designing Effective K–12 Evolution Curricula

Paul M. Beardsley, Mark V. Bloom and Sarah B. Wise

in Evolution Challenges

Published in print April 2012 | ISBN: 9780199730421
Published online September 2012 | e-ISBN: 9780199949557 | DOI: http://dx.doi.org/10.1093/acprof:oso/9780199730421.003.0013
Challenges and Opportunities for Teaching and Designing Effective K–12 Evolution Curricula

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This chapter summarizes studies (up to 2009) on approaches to teaching evolution that provide evidence of effectiveness for teaching about evolution. Few studies exist at the elementary and middle school levels. At high school and undergraduate levels, a wide variety of results were reported. The lack of standard assessments and the variation in quality of assessments used limits comparisons among studies. Additionally, evolution education would benefit from more studies with rigorous experimental designs. With these limitations in mind, the review showed no support for lecture-based approaches, whereas inquiry-based and conceptual change approaches showed some evidence for support, especially when an appropriate amount of time was allotted. More research on the effect of making evolution relevant remains to be completed.

Keywords: conceptual change; lecture; natural selection; tree-thinking; assessments; experimental design; science education

Chapter.  10417 words. 

Subjects: Developmental Psychology

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