why is evolution so hard to understand?

FACULTY OF EDUCATION & SOCIAL WORK

Why is evolution so hard to understand?

Beat A. Schwendimann, Ph.D.

Coco

IISME Seminar August 15 2012

What makes understanding evolution so challenging?

Think. Discuss with your neighbour. Share.

“Nothing in biology makes sense but in

the light of evolution.”

Dobzhansky (1973)

Importance of Understanding Evolution

Understanding vs. Acceptance

No acceptanceAcceptance(in degrees)

No Understanding No Knowledge Authority Seeker

Understanding(in degrees)

Inert Knowledge Integrated Knowledge

Demastes (1995)

Evolution is still not well accepted

Challenges to Understanding Evolution

“Evolution, in a way, contradicts

common sense.”

Mayr (1982)

“Evolutionary theory is probably

oneof the most

counterintuitive ideas the human

mind has encountered, so

far.”

Evans (2008)

Repertoire of Alternative Ideas

Conceptual Change

Knowledge Integration

Alternative Ideas of Evolution

Mechanism: Sources of Variation

• Intentionality: Goal directed behaviour (teleology)

Mechanism: Sources of Variation

•Need

Source: http://evolution.berkeley.edu/evosite/misconceps/IEneeds.shtml

Mechanism: Sources of Variation

•Use/ Disuse

Evolution is random

Random Effects-Mutations-Genetic Drift

Non-random Non-random EffectsEffects

-Natural -Natural SelectionSelection

EVOLUTION

Evolution is directed towards perfection

Evolution happens to individuals

Mechanism: Inheritance of variation

• Essentialism: Evolution happens to all individuals of a species.

Evolution is over

• In the past 10,000 years….

Think. Discuss with your neighbour. Share.

Subject: Humans

Subject: Humans

Subject: Humans•Contextualization: Species-specific reasoning

•Human Exceptionalism•Mixed beliefs (Evans 2008)

Terminology

• Confusion of scientific and vernacular use of evolution terminology:

• Survival of the fittest • Adaptation• Theory

The theory of evolution explains the origin of life

Evolution is a theory in crisis

•Scientists do not argue IF evolution happened but HOW it happened.

Don’t call it “Darwinism”

• Not just the work of a single person

• Substantial extensions: Modern synthetic theory of evolution

Evolution in School

•Often taught in isolation

•Only for a short amount of time

•Teachers’ lack of understanding (and acceptance)

Teach the Controversy

Teaching the Controversy

Conceptual Change

Repertoire of alternative ideas

Humans are animals

TO WHOM does evolution happen? ->

SUBJECT

Evolution happens to all organisms

Phenotype

Selection of Variation

Natural SelectionNatural

SelectionGenetic

DriftGenetic

Drift

Inheritance of Individual Variation

Genotype

Source of Variation

Random MutationRandom Mutation

Recombination

Recombination

Evolution did and continues to happen

HOW does evolution happen? -> MECHANISM

Non-Directed Changes of Allele Frequencies in the Gene Pool

Active Integrated Knowledge of Modern Theory of Evolution

Repertoire of Ideas

Sort ideas

Add New Ideas

Evolution Mechanism-Subject Model

Challenge Implementation

Subject pillar Human exceptionalism Use human case study

Human evolution stopped

Human lactose tolerance as an example of recent human evolutionary change

Essentialism: Failure to detect individual variation

Use human case study

Mechanism pillar Need/Intention-based reasoning

Guided inquiry activities of random mutations, genetic drift, and natural selection

Disconnection between genotype and phenotype ideas

A) Cross-connections between genotype and phenotype ideasB) Proteins (enzymes)

Genotype - Phenotype

Genotype Phenotype?

Knowledge Integration Map

Two Treatment Groups

Generation

Critique

Gene Pool Explorer

Dynamic Visualisation Allele A1

Classroom Implementation

Knowledge Integration ScoreWhat changes occur gradually over time in groups of finches that live in different environments?

Knowledge Integration Gains

Integration Across Contexts

Using Evolution Ideas

KIM overall Changes

Student Example: Pre-Test

Student Example: Post-Test

KIM cross-link Changes

Implications

• Alternative ideas should be directly addressed.• Human evolution can be used as a pivotal case for evolution instruction

• Knowledge Integration Maps can elicit cross-connections between genotype and genotype ideas

• Critiquing or generation Knowledge Integration Maps can both support students’ knowledge integration

http://ncse.com

http://undsci.berkeley.edu

http://evolution.berkeley.edu

Recommendations

Thank you!

•schwendimann.org

•beat.schwendimann@gmail.com