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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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An Intentional Approach to Teaching Evolution

An Intentional Approach to Teaching Evolution

Making Students Aware of the Factors Influencing Learning of Microevolution and Macroevolution

Chapter:
(p.348) 15 An Intentional Approach to Teaching Evolution
Source:
Evolution Challenges
Author(s):

Sherry A. Southerland

Louis S. Nadelson

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199730421.003.0015

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

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