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Teaching Evolution in Science Classrooms
- 1. Teaching Evolution In the Science Classroom Michelle Frey Wilkes University EDIM 510
- 2. The Standards • BIO.B.3.1: Explain the mechanisms of evolution • BIO.B.3.2: Analyze the sources of evidence for biological evolution • BIO.B.3.3: Apply scientific thinking, processes, tools, and technologies in the study of evolution Why teach evolution
- 3. • Consistent with positions of National Science Teacher’s Association (NSTA), National Academies, and the American Association for the Advancement of Science (AAAS). • The theory of evolution is a “major unifying concept in science and should be emphasized in k-12 science education frameworks and curricula” (NSTA, 2013) Why teach evolution
- 4. • The natural world has a history • Supported by other disciplines in science Why teach evolution
- 5. • Poor or lacking science background • Cultural and/or religious beliefs What students bring to the classroom
- 6. • Empathy • Patience Overcoming personal barriers
- 7. • DoDEA. (2013). The discussion. Retrieved from https://www.flickr.com/photos/dodeacommunications/10593627376/s izes/l • Internet Archive Book Images. (2014). General guide to exhibition halls of the American Museum of Natural History. Retrieved from https://farm3.staticflickr.com/2933/14757442456_c5c3d6935a_b.jpg • Maynor, N. (2012). Carpenter United Methodist Church. Retrieved from https://www.flickr.com/photos/nataliemaynor/6691879393/sizes/l • Pennsylvania Department of Education. (2010). Keystone Exams Biology: Assessment anchors and eligible content. Retrieved from http://www.pdesas.org/Standard/Views#0|0|707|0 • Roberts, A. (2007). Astronomy for beginners. Retrieved from https://www.flickr.com/photos/aroberts/1160110085/sizes/o/ • Sessums, C. (2010). Classroom plastic wooden desks. Retrieved from https://farm5.staticflickr.com/4107/5009895195_fb306ffcb4_b.jpg References
Notes de l'éditeur
- Teaching evolution and the origins of life has been and will continue to be a struggle for science educators everywhere. As science and technology move forward, it becomes even more important that our students not only understand evolution, but recognize it as a sound scientific theory. Furthermore, students must recognize what constitutes a theory. Learning anything other than science can undermine not just the principles of biology, but other science as well.
- As the Pennsylvania Common Core Standards for Biology show, the theory of evolution is a set of anchors that require significant attention. Proficiency in these anchors translates to a student that has achieved science fluency and can accurately compare and contrast scientific theories and properly communicate and defend a scientific argument.
- Aside from the fact that three major organizations support the teaching of the Theory of Evolution within all public k-12 schools, the overall consensus from professionals in the science and education fields recognize that the theory of evolution is a unifying concept that connects major concepts in biology.
- The theory of evolution promotes an all-encompassing understanding of the history of the natural world including the gradual changes of the past and provides a base of understanding for changes yet to come. Other sciences, including astronomy, geology, physics, and biochemistry (to name a few), also show substantial support for change over time, or descent with modification.
- As a teacher for a cyber school for the entire state of Pennsylvania, I have the pleasure and challenge of experiencing a little bit of the whole state all summed up into one class; it’s amazing to see the difference that exist among students across the state. Not uncommon to any classroom, students bring a wealth of personality and background into my virtual classroom. As such, the barriers to teaching such a controversial topic are not unusual nor unexpected. In many cases, students come from poor educational backgrounds so that their general understanding of basic science principles is less than proficient which will ultimately effect their understanding of more complex topics, such as the theory of evolution. However, since the majority of our students do tend to come from a homeschooling background, usually based in faith, many of my students come with a somewhat rigid barrier to learning about the scientific basis for the origin of life.
- I’ve struggled with this thought for a while – that is, understanding the principles of science and wanting to promote a scientific mind in my students, but how do I overcome their personal barriers to more tricky topics? Even this year, when given a list of characteristics of living things, 70% of my students chose “evolution” as NOT being a characteristic common to all living things while characteristics such as movement and photosynthesis remained. You must recognize that students may come from different faith backgrounds as you – this is a personal struggle for them to learn and you must be empathetic to this fact. Do not confuse sympathy for empathy. Though you recognize the difficulties some students face in learning evolution, you are not giving them a pass on learning this concept. You are not asking students to agree with the theory, nor should they feel that they are being required to change their beliefs. Instead, you are providing the scientific evidence to support the theory and promote scientific thinking. Simply put, understanding the beliefs students bring to the classroom and providing them a safe environment to learn a concept that may be personally challenging to them will help guide instruction through these more touchy topics.