Chapter

An Intentional Approach to Teaching Evolution

Sherry A. Southerland and Louis S. Nadelson

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/9780199730421.003.0015
An Intentional Approach to Teaching Evolution

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Evolution education has been hampered by two conditions. The first is the perception that there is no need to understand anything beyond the short-term processes of evolution (microevolution) to be a functional citizen. The second is the overwhelming focus on microevolution in the biology curriculum — if evolution is taught, typically only microevolution is addressed. This chapter begins our chapter by building a case for the importance of student understanding of both micro- and macroevolution. Following this discussion, the chapter offers a description of a course designed using the findings of a wide body of research (cognitive science, nature of science, evolution education) that employs an intentional conceptual change approach to the learning of both micro and macroevolutionary concepts.

Keywords: macroevolution; intentional conceptual change; nature of science; evolution education; curriculum

Chapter.  10346 words.  Illustrated.

Subjects: Developmental Psychology

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