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Evolution ChallengesIntegrating Research and Practice in Teaching and Learning about Evolution$
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Karl S. Rosengren, Sarah K. Brem, E. Margaret Evans, and Gale M. Sinatra

Print publication date: 2012

Print ISBN-13: 9780199730421

Published to Oxford Scholarship Online: September 2012

DOI: 10.1093/acprof:oso/9780199730421.001.0001

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

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

Fostering Change in Evolutionary Conceptions and in Epistemic Practices

Chapter:
(p.287) 13 Challenges and Opportunities for Teaching and Designing Effective K–12 Evolution Curricula
Source:
Evolution Challenges
Author(s):

Paul M. Beardsley

Mark V. Bloom

Sarah B. Wise

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199730421.003.0013

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

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