Why is evolution so hard to understand?
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FACULTY OF EDUCATION & SOCIAL WORK
Why is evolution so hard to understand?
Beat A. Schwendimann, Ph.D.
Coco
IISME Seminar August 15 2012
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What makes understanding evolution so challenging?
Think. Discuss with your neighbour. Share.
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“Nothing in biology makes sense but in
the light of evolution.”
Dobzhansky (1973)
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Importance of Understanding Evolution
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Understanding vs. Acceptance
No acceptanceAcceptance(in degrees)
No Understanding No Knowledge Authority Seeker
Understanding(in degrees)
Inert Knowledge Integrated Knowledge
Demastes (1995)
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Evolution is still not well accepted
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Challenges to Understanding Evolution
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“Evolution, in a way, contradicts
common sense.”
Mayr (1982)
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“Evolutionary theory is probably
oneof the most
counterintuitive ideas the human
mind has encountered, so
far.”
Evans (2008)
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Repertoire of Alternative Ideas
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Conceptual Change
Knowledge Integration
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Alternative Ideas of Evolution
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Mechanism: Sources of Variation
• Intentionality: Goal directed behaviour (teleology)
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Mechanism: Sources of Variation
•Need
Source: http://evolution.berkeley.edu/evosite/misconceps/IEneeds.shtml
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Mechanism: Sources of Variation
•Use/ Disuse
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Evolution is random
Random Effects-Mutations-Genetic Drift
Non-random Non-random EffectsEffects
-Natural -Natural SelectionSelection
EVOLUTION
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Evolution is directed towards perfection
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Evolution happens to individuals
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Mechanism: Inheritance of variation
• Essentialism: Evolution happens to all individuals of a species.
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Evolution is over
• In the past 10,000 years….
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Think. Discuss with your neighbour. Share.
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Subject: Humans
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Subject: Humans
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Subject: Humans•Contextualization: Species-specific reasoning
•Human Exceptionalism•Mixed beliefs (Evans 2008)
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Terminology
• Confusion of scientific and vernacular use of evolution terminology:
• Survival of the fittest • Adaptation• Theory
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The theory of evolution explains the origin of life
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Evolution is a theory in crisis
•Scientists do not argue IF evolution happened but HOW it happened.
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Don’t call it “Darwinism”
• Not just the work of a single person
• Substantial extensions: Modern synthetic theory of evolution
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Evolution in School
•Often taught in isolation
•Only for a short amount of time
•Teachers’ lack of understanding (and acceptance)
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Teach the Controversy
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Teaching the Controversy
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Conceptual Change
Repertoire of alternative ideas
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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
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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)
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Genotype - Phenotype
Genotype Phenotype?
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Knowledge Integration Map
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Two Treatment Groups
Generation
Critique
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Gene Pool Explorer
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Dynamic Visualisation Allele A1
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Classroom Implementation
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Knowledge Integration ScoreWhat changes occur gradually over time in groups of finches that live in different environments?
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Knowledge Integration Gains
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Integration Across Contexts
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Using Evolution Ideas
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KIM overall Changes
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Student Example: Pre-Test
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Student Example: Post-Test
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KIM cross-link Changes
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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
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http://ncse.com
http://undsci.berkeley.edu
http://evolution.berkeley.edu
Recommendations
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Thank you!
•schwendimann.org