The Case for Thinking Evolutionarily: Presentation by Gordon Uno

8/3/2019 The Case for Thinking Evolutionarily: Presentation by Gordon Uno

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Gordon E. Uno

Department of Botany and Microbiology

University of [email protected]


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The Evolution of This Project Judy Scotchmoor, UCMP

NESCent WORKING GROUP:

Evolution Across The Curriculum (EVAC)

Kristin Jenkins, NESCent

Jory Weintraub, NESCent

Jay Labov, NRC, NAS

Adam Fagen, Board of Life Sciences, NAS

Paul Beardsley, BSCSJudy Scotchmoor, UCMP

Gordon Uno, OU


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EVAC1) Interested in developing evolutionary examples

and supporting information for every conceptin biology (but not developing a curriculum!)

2) How to get instructors to use examples

3) How to get people to think evolutionarily

4) How to get biologists to contribute examples


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NSF RCN-UBE (5-year project)

INTRODUCTORY BIOLOGY PROJECT (IBP)

Richard OGrady, AIBSSusan Musante, AIBSCharlene DAvanzo, Hampshire College

Todd Carter, Seward County CCMembers of the AIBS Education CommitteeGordon Uno, University of Oklahoma


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Major Goal of the

Introductory Biology Project (IBP)

Articulate a vision of the perfect Introductory

Biology experience---adjusting for theenormous diversity of faculty, students,and problems at all institutionsincluding what should be taught (and how

it should be taught).


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IBP Meetings

Small, Innovation meetings (15-25 people)intended to generate new ideas about solving issues

related to Introductory Biology

(Biology Directors Consortium, Biology Education

Researchers, E2 at NESCent, Community CollegeFaculty at NABT, ASM Faculty)

Large, Synthesis meetings (150-200 people) intended to

showcase whats working, forge new collaborations,prepare participants for sharing, and identify future

leaders

Planning a synthesis meeting at AAAS in June, 2012


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Why Evolution Across the

Curriculum?1. It makes sense biologically and

pedagogically.

2. Can help thwart the constant assaulton the teaching of evolution.

3. Will help instructors feel more

comfortable about teaching evolution.4. Students cant avoid learning about

evolution.


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Theodosius DobzhanskyNothing in biology makes sense except in the light of

evolution

1973, American Biology Teacher

Corollary?Everything in biology makes more sense in the light

of evolution

So, if we want to help our students understand biology, thenwe should use a theme to organize our courses.


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CONVERGENT EVOLUTION IN SCIENCE

EDUCATION RECOMMENDATIONS:

use a theme or unifying major concept to teachscience; in biology, a theme is evolution

College Boards Revision Of Advanced

Placement (AP) Biology AAAS/NSF Vision And Change

AAMC-HHMI Scientific Foundations (List Of

Competencies) Next Generation Science Education Standards,

NRC (with NSTA)

AACU LEAP Learning Outcomes


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When students learn about a subject in biology, doyou or they ask:

How did that evolve?Is that the same in all organisms?

Whats the significance of that structure?How can we explain thatit doesnt make

sense?How does this compare to that?

Is A related to B?How do we know that---whats the evidence?What does that information tell us about

the evolution of X?

What Does It Mean To Think Evolutionarily?


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Blooms Taxonomy of Evolutionary Thinking

Knowledge (Recall Information)What is it and how does it function?

Comprehension (Explain; translate knowledge intonew context; interpret; infer causes)

Could evolution have played a role in thedevelopment of its form or function?

Application (Problem solve; use concepts andtheories in new situations; illustrate)

How did this come about through evolution--how could this have evolved? What is yourhypothesis?


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Analysis (Identify contributing parts and underlyingstructure; identify components; see patterns)

What would have to have happened for evolution tooccur---environment, selective pressures, ancestralcharacteristics? From what did it descendtowhat is it related?

Synthesis (Form new whole; put parts together)Can you develop the complete scenario/model inwhich it evolved?

Evaluation (Resolve differences of opinion; appraise;

provide arguments for)What evidence do you have that this is actuallywhat happened over time? What evidence do youneed to justify your scenario/model/explanation?


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How Can We Teach That Way?

INTENTIONALITY from AACU

Faculty and students clearly understandlearning objectives for course.

What activities, lessons, etc. are going to helpstudents reach those objectives?

Then there is a constant reminderto beintentional to help students reach

those objectives.

For my course, evolution: say it everyday


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What might evolution across thecurriculum look like?

Certainly, there are different models.


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Plants are indicators of their

environmentBecause plants are not motile, once they start

growing in one place, they are stuck there. If

they cant survive in that environment, theycant pass their genes on to the next

generation. If plants survive and reproduce

sexually, their offspring may be different thanthey are. This leads to evolution of plants withdifferent adaptations in different environments.


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For centuries, humans have been selecting

which organisms can reproduce to

develop more desirable fruits,vegetables, pets, and livestock


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So, how can we promote change---

in how biology is taught andhow biology and evolution areperceived by the public andunderstood by students?


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AP BIOLOGY Big Ideas (themes)

Big Idea 1: The process of evolution drives thediversity and unity of life.

Big Idea 2: Biological systems utilize energy and molecularbuilding blocks to grow, reproduce, and maintain homeostasis.

Big Idea 3: Living systems retrieve, transmit, and respond toinformation essential to life processes.

Big Idea 4: Biological systems interact, and these interactionspossess complex properties.


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Whats the impact on new AP

biology exam?In 2008, 12% of questions had something

to do with evolution

In new exam, 35% of questions have

something to do with evolution

So, what we do can have major effects


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What questions can we address atthis meeting?

1. What works and what doesnt to help students

learn biology with an evolutionaryperspective?

2. What projects (existing or future) and peoplecan help?

3. Who do we have to convince, and how do wedo that?

4. What curricular materials can help, who willdevelop them, and how will instructors/peoplelearn how to use them and to think

evolutionarily?


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Who are our targets and how dowe reach them (strategies)?

High school students and teachersAP and non-AP

General publicFarmers? Moms? Politicians?

College and university faculty and students2-year institutions, colleges, and universities

Scientists, plus biology and science

education organizations Textbook authors and publishers News people

Who else??


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How do we reach our targets?We need to find key players who can be effective agents of change and

to develop individualized strategies for our targets.FOR HS, WHAT ARE CARROTS AND/OR STICKS?

UNIVERSAL EXAMAPWHAT ABOUT NON-AP TEACHERS and STUDENTS?

FOR INTRODUCTORY BIOLOGY STUDENTS

CURRICULAR SUPPORT MATERIALS(e.g., EVAC or TEXTBOOKS)?

BIOLOGY DIRECTORS CONSORTIUM (BDC)?

FOR ALL INSTRUCTORSWHAT KIND OF PROFESSIONAL DEVELOPMENT?

ROLE OF NABT AND NSTA?ROLE OF SCIENTIFIC SOCIETIES?

FOR GENERAL PUBLICWAGE PUBLIC RELATIONS CAMPAIGN (e.g., Year of Science)?SPOKESPERSON---VISIBLE FACE FOR BIOLOGY?SCARE TACTICS, e.g., emerging diseases?


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Waging a Public Relations Campaign

Instead of: teach the controversy or its not basedon sound science or give equal time for creationism

What message can we deliver to the general

public?Thats just another example of evolution in action!

How can we help faculty who teach biologybe more intentional?

Evolution: say it every day


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Curricular Support Materials

For whom do we want materials?What materials do we want---what would they look like?Are there key concepts that everyone should teach?

e.g., misconceptions, artificial selection, emerging diseases,developmental biology, design mistakes in organisms, gee-

whiz organisms, key transitions in the history of life, biodiversity,

evolutionary medicine?

Who develops the materials, and how do we get biologiststo contribute?

Are the materials the same for everyone?

How do we inform people about the materials?How do we get people to use the materials?

textbook authors and publishers to reach two-year colleges?

How and when should instructors use the materials?

How do we know if the materials are working?


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What do we need to do here?

1. Identify the full spectrum of issues relatedto Teaching Evolution Across theCurriculum.

2. Identify key change agents and targets ofour efforts (people and projects).3. Outline high-impact practices and

strategies to reach targets and supportefforts.

4. Assign/choose homeworkwhat caneach of us do?


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Evidence

Mitochondria and Chloroplasts are similar in size andmorphology to bacterial cells

M & C divide into two just as bacteria do

M & C have double membranes---inner one resembles

bacterial membranesM & C have their own DNA (circular) and ribosomes

similar to bacteria

Antibiotics that inhibit bacteria, also inhibit M & C protein

synthesis (but not eukaryotes)


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How did organelles evolve? Mergers and Acquisitions


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Evidence (building a case):

1) In stromatolites (ancient fossils), we find

photosynthetic bacteria, including those similar tothe purple bacterium, Halobacterium halobium.

3) Bacteriorhodopsin is a purple, photosyntheticpigment in Halobacterium.

4) Bacteriorhodopsin absorbs broadly in themiddle of the visible spectrum (absorbs green

light). So, green light was not available tochlorophyllthere was competition for differentcolors of light.


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Example

Topic: Photosynthesis

Fact: Plants are greenQuestion: If visible light is necessary for photosynthesis,

how do we explain that plants are not black?

Evolution: Ancestors of plants evolved at the same timeas the first photosynthetic organisms, which werephotosynthetic bacteria. Other early photosyntheticorganisms used green lightso green light was notavailable to the ancestors of plants. Chlorophyll, the

main photosynthetic pigment of plants, absorbs othercolors.

The Case for Thinking Evolutionarily: Presentation by Gordon Uno

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