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1.
Amitabh Joshi 《Resonance》2002,7(11):8-17
“For a biologist”, wrote Sir Peter Medawar, “the alternative to thinking in evolutionary terms is not to think at all”. Yet,
at the end of an education in biology in most Indian universities, this is not quite the view of evolutionary biology that
one is left with. Evolution is presented summarily, almost as a footnote, rather than as a vital branch of biology providing
the conceptual foundation for our modern views about the living world. In this issue ofResonance, we remember Stephen Jay Gould, who wrote extensively and eloquently about evolution for a general audience. It seems fitting,
then, to also briefly discuss why evolutionary biology is important, not only conceptually but also in terms of practical
applications. In this first part of a series of articles on modern evolutionary biology, we examine why the idea of evolution
is so important in our intellectual history, and also take a look at the domain of evolutionary biology as a discipline.
Amitabh Joshi studies and teaches evolutionary genetics and population ecology at the Jawaharlal Nehru Centre for Advanced
Scientific Research, Bangalore. His current research interests are in life-history, evolution, the evolutionary genetics of
biological clocks, the evolution of ecological specialization dynamics. He also enjoys music (especially traditional qawali
in Braj, Farsi, Punjabi and Urdu), history, philosophy, and reading and writing poetry in Urdu, Hindi and English. 相似文献
2.
Lisa A. Donnelly Mahsa Kazempour Aidin Amirshokoohi 《Research in Science Education》2009,39(5):643-660
Evolution is an important and sometimes controversial component of high school biology. In this study, we used a mixed methods
approach to explore students’ evolution acceptance and views of evolution teaching and learning. Students explained their
acceptance and rejection of evolution in terms of evidence and conflicts with religion and authority. Students largely supported
the teaching of evolution and offered several reasons for its inclusion in high school biology. Students also offered several
suggestions for improving evolution instruction. Evolution acceptors’ and rejecters’ views of evolution teaching and learning
differed in a number of respects, and these differences may be explained using border crossing as a theoretical lens. Relevant
implications for evolution instruction are discussed. 相似文献
3.
Sindhu Radhakrishna 《Resonance》2006,11(7):51-60
Looking at ourselves today, it is a little difficult to conceive of our origins as “small, fuzzy critters” that ate insects
and lived in trees. And yet, as modern biology suggests, humankind is only part (and a very small part!) of an evolutionary
continuum that stretches back to the origins of the primate order, some 80 million years ago. This article attempts to trace
the origin and evolution of the primate order from its beginnings as a small and obscure species in a corner of the planet
to the rise and spread of humankind, the most formidable species on Earth today. The first part of this article briefly reviews
the evolutionary history of primates and significant phenomena that affected the course of this evolution, while the second
part of the article focuses on the important stages in human evolution. 相似文献
4.
This work discusses the use of Darwin’s ‘Tree of Life’ as a didactic analogy and metaphor in teaching evolution. It investigates
whether biology teachers of pupils from 17 to 18 years old know Darwin’s text ‘Tree of Life’. In addition, it examines whether
those teachers systematically employ either the analogies present in that text or other analogies between the tree and evolution,
and whether they adopt a specific methodology for teaching with analogies and metaphors (A&M). The academic training of teachers
regarding use of A&M is review briefly. A diagnostic study was carried out with biology teachers in a public school in the
town of Contagem in the state of Minas Gerais in Brazil. The data were obtained through direct observation, questionnaires
and a focus group. The teachers pointed out in the questionnaires that some details of Darwin’s analogy are utilized as a
resource. However, analysis of the data indicates that the ‘Tree of Life’ text is not known or utilized in class. At the same
time, the teachers state that they use aspects of the tree as a didactic resource to teach evolution and that its use facilitates
the learning of content. The teachers have little knowledge of specific methodologies of teaching with analogies and metaphors,
revealing that their training is incomplete in this area. 相似文献
5.
This study investigated whether or not an increase in secondary science teacher knowledge about evolution and the nature of
science gained from completing a graduate-level evolution course was associated with greater preference for the teaching of
evolution in schools. Forty-four precertified secondary biology teachers participated in a 14-week intervention designed to
address documented misconceptions identified by a precourse instrument. The course produced statistically significant gains
in teacher knowledge of evolution and the nature of science and a significant decrease in misconceptions about evolution and
natural selection. Nevertheless, teachers’ postcourse preference positions remained unchanged; the majority of science teachers
still preferred that antievolutionary ideas be taught in school. 相似文献
6.
Mark J. Barsoum Patrick J. Sellers A. Malcolm Campbell Laurie J. Heyer Christopher J. Paradise 《CBE life sciences education》2013,12(1):106-116
We redesigned the undergraduate introductory biology course by writing a new textbook (Integrating Concepts in Biology [ICB]) that follows first principles of learning. Our approach emphasizes primary data interpretation and the utility of mathematics in biology, while de-emphasizing memorization. This redesign divides biology into five big ideas (information, evolution, cells, emergent properties, homeostasis), addressing each at five levels of organization (molecules, cells, organisms, populations, ecological systems). We compared our course outcomes with two sections that used a traditional textbook and were taught by different instructors. On data interpretation assessments administered periodically during the semester, our students performed better than students in the traditional sections (p = 0.046) and exhibited greater improvement over the course of the semester (p = 0.015). On factual content assessments, our students performed similarly to students in the other sections (p = 0.737). Pre- and postsemester assessment of disciplinary perceptions and self-appraisal indicate that our students acquired a more accurate perception of biology as a discipline and may have developed a more realistic evaluation of their scientific abilities than did the control students (p < 0.05). We conclude that ICB improves critical thinking, metacognition, and disciplinary perceptions without compromising content knowledge in introductory biology. 相似文献
7.
The goal of this study was to explore Christian biology‐related majors' perceptions of conflicts between evolution and their religious beliefs. This naturalistic study utilized a case study design of 15 undergraduate biology‐related majors at or recent biology‐related graduates from a mid‐western Christian university. The broad sources of data were interviews, course documents, and observations. Outcomes indicate that most participants were raised to believe in creationism, but came to accept evolution through evaluating evidence for evolution, negotiating the literalness of Genesis, recognizing evolution as a non‐salvation issue, and observing professors as Christian role models who accept evolution. This study lends heuristic insight to researchers and educators seeking to understand the complex processes by which Christian biology‐related majors approach learning about evolution. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 1026–1049, 2011 相似文献
8.
Undergraduates commonly harbor alternate conceptions about evolutionary biology; these alternate conceptions often persist, even after intensive instruction, and may influence acceptance of evolution. We interviewed undergraduates to explore their alternate conceptions about macroevolutionary patterns and designed a 2-h lesson plan to present evidence that life has evolved. We identified three alternate conceptions during our interviews: that newly derived traits would be more widespread in extant species than would be ancestral traits, that evolution proceeds solely by anagenesis, and that lineages must become more complex over time. We also attempted to measure changes in the alternate conceptions and levels of acceptance of evolutionary theory in biology majors and nonmajors after exposure to the lesson plan. The instrument used to assess understanding had flaws, but our results are suggestive of mixed effects: we found a reduction in the first alternate conception, no change in the second, and reinforcement of the third. We found a small, but significant, increase in undergraduate acceptance of evolutionary theory in two trials of the lesson plan (Cohen's d effect sizes of 0.51 and 0.19). These mixed results offer guidance on how to improve the lesson and show the potential of instructional approaches for influencing acceptance of evolution. 相似文献
9.
Renee M Borges 《Resonance》2005,10(7):21-33
Mayr has justifiably earned for himself the title “Darwin of the 20th century”. He declared himself Darwin's champion, and
was particularly wont to point out that a most important consequence of the Darwinian revolution was the destruction of typological
thinking. Mayr also repeatedly stressed that there were important differences between Darwinism and contemporary theories
of evolution. Evolution as conceived by Darwin was not goal-directed, while contemporary theories were orthogenetic or aristogenetic
in the sense that they believed in a predetermined progression of lower to higher forms. Furthermore, by focusing on individuals,
Darwin destroyed the tyranny of typological thinking, which was a left over from the essentialism of Plato, who believed that
groups of organisms were constructed according to certain homogeneities. By attacking the concept of essentialism, Darwin
provided a mechanism by which individuals became both a focus and an essential ingredient in the evolutionary process. This
was a paradigm shift and according to Mayr, a conceptual leap that constituted a true scientific revolution. Mayr's zeal in
defending Darwin and in protecting organismal biology and evolution from the “non-believers” has formed the subject of this
entire article, but it can also be seen in the titles of some of his recent books, e.g.One Long Argument. Charles Darwin and the Genesis of Modern Evolutionary Thought (1991),This is Biology—the Science of the Living World (1997), andWhat Evolution Is (2002). 相似文献
10.
The goal of the Department of Biological Sciences faculty was to evaluate how effectively our undergraduate biology program
supports the goals and intended outcomes of our department and institution. Student responses in written assessment tests
have provided the foundation of this evaluation. Each semester questions were selected by a departmental faculty committee
to address student outcomes. The questions were administered in the first examination/quiz of the semester in several introductory
through upper level courses. Student grades were analyzed by class rank (freshman, sophomore, junior, and senior) and course
level (100, 200, 300, and 400) for biology, non-science, and other science majors. This protocol provided a useful way to
(1) assess student knowledge and understanding of biology and (2) evaluate the biology program. The protocol, sample questions,
answers, grading protocol, cumulative results with discussion (fall 2000 semester−fall 2010 semester), initiatives instituted
in response to assessment results, and dissemination of results are presented for illustrative purposes. We offer this approach
as a model for student assessment and program evaluation for other departments to consider. 相似文献
11.
Elvis Enrique Nunez Rose M. Pringle Kevin Tyler Showalter 《International Journal of Science Education》2013,35(15):2421-2453
A survey of the literature on evolution instruction provides evidence that teachers’ personal views and understandings can shape instructional approaches and content delivered in science classrooms regardless of established science standards. This study is the first to quantify evolutionary worldviews of in-service teachers in the Caribbean, specifically in Belize, an English-speaking nation with a high school system guided by a regional biology syllabus and strict standardized tests. Using the Measure of Acceptance of the Theory of Evolution (MATE) instrument and knowledge test, we investigated (1) the current level of acceptance and understanding of evolution as given by 97% of high school biology teachers in Belize; (2) the factors associated with acceptance and understanding of evolutionary theory. With an average MATE score of 64.4 and a mean knowledge score of 47.9%, Belizean teachers were classified as having both ‘Low Acceptance’ and ‘Low Understanding’ of evolutionary theory. A positive correlation was found between teacher acceptance and understanding of evolution. A review of the Caribbean Secondary Examination Certificate biology syllabus suggests that evolution plays a minimal role in the high school biology classroom. We believe that Belize presents a unique opening for future training on evolution instruction since 57% of the biology teachers self-proclaim to be unprepared to teach evolution. The results of this study have implications for policy, practice and research with teachers’ acceptance, understanding and confidence in teaching evolution serving as important predictors for instructional approaches used in the biology classroom. 相似文献
12.
This study examines the relationship between biology teachers' evolution teaching practices and their regard and use of Indiana state evolution standards. A survey developed by the authors contained five subscales: use of standards; attitude toward standards; attitude toward evolution standards; evolution teaching practices; and demographic information. This survey was administered to 229 Indiana biology teachers. Data were analyzed using the Rasch model to convert Likert rating scale data into ratio data used for parametric analyses. Correlation analysis revealed significant relationships between use of standards and attitude toward standards, attitude toward standards and evolution teaching practices, and attitude toward evolution standards and days teaching evolution. These findings suggest practical relationships between standards use, teachers' regard of standards, and evolution teaching practices. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 236–257, 2007 相似文献
13.
In this paper, the main points of Lamarck’s and Darwin’s theoretical conceptual schemes about evolution are compared to those
derived from 15 years old students’ explanations of evolutionary episodes. We suggest that secondary students’ preconceptions
should not be characterized as “Lamarckian”, because they are essentially different from the ideas that Lamarck himself possessed.
Most students in our research believed that needs directly impose changes on animal bodies in order to survive in a given
environment and accepted the possibility of extinction whereas Lamarck believed that it was the effect of use or disuse that
would produce changes on body structures and that species would transform but would not die out. We conclude that the relationship
between secondary students’ ideas and historical views on evolution should be treated more skeptically, given the differences
in the historical, social and cultural contexts, and that instruction should focus on students’ ideas of need-driven evolution
as well as on the role of chance in the evolutionary process. 相似文献
14.
Gerald Skoog 《Science & Education》2005,14(3-5):395-422
Efforts to eliminate or neutralize the coverage of evolution in high school biology textbooks in the United States have persisted with varying degrees of intensity and success since the 1920s. In particular, the coverage of human evolution has been impacted by these efforts. Evidence of the success of these efforts can be chronicled by the emphasis given to human evolution in secondary biology textbooks historically and in the current state science standards. Prior to the 1960s, biology textbooks provided little emphasis to human evolution. In the 1970s and early 1980s textbooks reduced the coverage of human evolution. However, in the 1990s the coverage became quite comprehensive again. In 2004, the state science frameworks of only three states had standards concerned with human evolution. 相似文献
15.
Pavol Prokop Gaye Tuncer Radoslav Kvasni&#;ák 《Journal of Science Education and Technology》2007,16(3):247-255
Field trips are ideal for increasing students’ experience and perceptions of various organisms and their relationship between
the original habitat. However, in general field trips are greatly neglected by teachers and their short-term effects are thought
to be questionable. Therefore, we conducted a one-day field trip for both improving students’ knowledge in ecology and for
examining short-term effects. Based on the results of the research conducted 3 days after the trip, we found a significant
and positive increase in students’ attitudes toward biology, natural environment outside and future career in biology. Moreover,
students displayed a better understanding of ecology concepts like ecosystems and food webs. However, no similar pattern was
observed for the control group experienced only traditional biology settings. Thus, this study is unique showing significant
short-term effects of a field trip on students’ attitude and knowledge toward biology. 相似文献
16.
Steven T. Kalinowski Mary J. Leonard Tessa M. Andrews Andrea R. Litt 《CBE life sciences education》2013,12(3):483-493
Students in introductory biology courses frequently have misconceptions regarding natural selection. In this paper, we describe six activities that biology instructors can use to teach undergraduate students in introductory biology courses how natural selection causes evolution. These activities begin with a lesson introducing students to natural selection and also include discussions on sexual selection, molecular evolution, evolution of complex traits, and the evolution of behavior. The set of six topics gives students the opportunity to see how natural selection operates in a variety of contexts. Pre- and postinstruction testing showed students’ understanding of natural selection increased substantially after completing this series of learning activities. Testing throughout this unit showed steadily increasing student understanding, and surveys indicated students enjoyed the activities. 相似文献
17.
Konrad J. Schönborn Susanne Bögeholz 《International Journal of Science and Mathematics Education》2009,7(5):931-955
Recent curriculum reform promotes core competencies such as desired ‘content knowledge’ and ‘communication’ for meaningful
learning in biology. Understanding in biology is demonstrated when pupils can apply acquired knowledge to new tasks. This
process requires the transfer of knowledge and the subordinate process of translation across external representations. This
study sought ten experts’ views on the role of transfer and translation processes in biology learning. Qualitative analysis
of the responses revealed six expert themes surrounding the potential challenges that learners face, and the required cognitive
abilities for transfer and translation processes. Consultation with relevant curriculum documents identified four types of
biological knowledge that students are required to develop at the secondary level. The expert themes and the knowledge types
exposed were used to determine how pupils might acquire and apply these four types of biological knowledge during learning.
Based on the findings, we argue that teaching for understanding in biology necessitates fostering ‘horizontal’ and ‘vertical’
transfer (and translation) processes within learners through the integration of knowledge at different levels of biological
organization. 相似文献
18.
19.
Perry den Brok Sibel Telli Jale Cakiroglu Ruurd Taconis Ceren Tekkaya 《Learning Environments Research》2010,13(3):187-204
The purposes of this study were to examine how Turkish students perceived their biology classroom environment, how their perceptions
compared to those of students in other countries, and what classroom learning environment profiles could be discerned in Turkish
high school biology classrooms. Data were gathered from 1,474 high school students in four inner city schools, in Bursa, Turkey.
A total of 11 biology teachers participated in the study with 52 of their classes. Data on students’ perceptions of their
learning environment were collected with the What Is Happening In this Class? (WIHIC) questionnaire. Results indicated that
Turkish classrooms were perceived as being low in terms of Teacher Support and high in terms of Task Orientation. Six distinct
classroom learning environment profiles were found: the ‘self-directed learning classroom’, ‘task-oriented cooperative learning
classroom’, ‘mainstream classroom’, ‘task-oriented individualised classroom’, ‘low-effective learning classroom’ and ‘high-effective
learning classroom’. The most common profile was the ‘mainstream classroom’ for which all WIHIC scales had medium–high scores. 相似文献
20.
We explore some key constructs and research themes initiated by Jim Kaput, and attempt to illuminate them further with reference
to our own research. These ‘design principles’ focus on the evolution of digital representations since the early 1990s, and
we attempt to take forward our collective understanding of the cognitive and cultural affordances they offer. There are two
main organising ideas for the paper. The first centres around Kaput’s notion of outsourcing of processing power, and explores
the implications of this for mathematical learning. We argue that a key component for design is to create visible, transparent
views of outsourcing, a transparency without which there may be as many pitfalls as opportunities for mathematical learning.
The second organising idea is Kaput’s notion of communication and the importance of designing for communication in ways that
recognise the mutual influence of tools for communication and for mathematical expression. 相似文献