Teaching About Evolution And The Nature Of Science Pdf
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- Evolution Education across the Life Sciences: Making Biology Education Make Sense
- Evolution Education Re-considered
The statement, signed by over 65 IAP member academies urges parents and teachers to provide children with the facts about the origins and evolution of life on Earth and to foster an understanding of the science of nature. We, the undersigned Academies of Sciences, have learned that in various parts of the world, within science courses taught in certain public systems of education, scientific evidence, data, and testable theories about the origins and evolution of life on Earth are being concealed, denied, or confused with theories not testable by science. We urge decision makers, teachers, and parents to educate all children about the methods and discoveries of science and to foster an understanding of the science of nature.
Share Start a Discussion. Download PDF. The National Science Teachers Association NSTA strongly supports the position that evolution is a major unifying concept in science and should be emphasized in K—12 science education frameworks and curricula. Furthermore, if evolution is not taught, students will not achieve the level of scientific literacy needed to be well-informed citizens and prepared for college and STEM careers. NSTA recognizes that a century of political controversy has prevented evolution from being emphasized in science curricula in a manner commensurate with its importance.
Evolution Education across the Life Sciences: Making Biology Education Make Sense
Metrics details. In this article, I provide an analysis of my work —present with non-major biology students and science teacher candidates in developing strategies for teaching and enhancing learning with respect to evolutionary science. This first-person account describes changes in evolution instruction over the course of a career based on personal experiences, research-informed practices, and a critical collaboration with colleague Mike U. I assert four insights concerning the influence and efficacy of teaching nature of science NOS prior to the introduction of evolution within college courses for science non-majors and science teacher candidates. These insights are: a teach explicit NOS principles first; b integrate evolution as a theme throughout a course in introductory biology but after NOS principles have been introduced ; c use active learning pedagogies; and d use non-threatening alternative assessments to enhance student learning and acceptance of evolutionary science. Together, these insights establish a pedagogy that I and my colleagues have found to be efficacious for supporting novice students as they engage in the study of evolutionary science.
Metrics details. Misunderstandings of the nature of science NOS contribute greatly to resistance to evolutionary theory especially among non-scientific audiences. Here we delineate three extended instructional examples that make extensive use of NOS to establish a foundation upon which to more successfully introduce evolution. Specifically, these instructional examples enable students to consider evolutionary biology using NOS as a lens for interpretation of evolutionary concepts. We have further found, through our respective research efforts and instructional experiences, that a deep understanding of NOS helps students understand and accept the scientific validity of evolution and, conversely, that evolution provides an especially effective context for helping students and teachers to develop a deep understanding of the nature of science.
Not a MyNAP member yet? Register for a free account to start saving and receiving special member only perks. The National Academy of Sciences is a private, nonprofit, self-perpetuating society of distinguished scholars engaged in scientific and engineering research, dedicated to the furtherance of science and technology and to their use for the general welfare. Upon the authority of the charter granted to it by the Congress in , the Academy has a mandate that requires it to advise the federal government on scientific and technical matters. Evolution Biology —Study and teaching.
Evolution Education Re-considered
She owns a PhD in Cell Biology and has worked as a high school teacher for several years. From to she held a chair in Biology Education at the University of Bremen. Her main research interests are conceptual learning in biology and in science focusing on evolution and energy, biology teacher education, biology related competitions and transfer of contemporary topics in the Life Sciences to the public. After undertaking a PhD and post-doctoral research in evolutionary biology and population genetics, he trained to be a science teacher and taught in schools for five years before returning to higher education.
In , elementary school students in Marshall County, Kentucky, were ordered to turn in their science textbooks. After the books were returned, students found two pages of each textbook were glued together. The pages were glued by order of the school superintendent because they contained a scientific explanation of the origin of the universe but not a biblical account.
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