The nature of science as a foundation for fostering a better understanding of evolution

Craig E. Nelson · Lawrence C. Scharmann · Lawrence I. Flammer

65 citations0/0 files storedEvolution Education and Outreach

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Evolution and Science Education Science Education and Pedagogy Philosophy and History of Science

Abstract

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. Based on our research and instructional experiences, we introduce six key factors necessary for enhanced instructional success in teaching evolution. These factors are: (1) foster a deep understanding of NOS ; (2) use NOS as a lens for evolution instruction ; (3) explicitly compare evolution to alternative explanations ; (4) focus on human evolution (where possible); (5) explicitly recognize the power of historical inference and (6) use active, social learning . Finally, we elaborate and ground these key factors in supporting literature.

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References

2014Active learning increases student performance in science, engineering, and mathematics 2004Scientific Teaching 2002Influence of explicit and reflective versus implicit inquiry‐oriented instruction on sixth graders' views of nature of science 1996Darwin's Black Box: The Biochemical Challenge to Evolution 2000Rocks of ages: science and religion in the fullness of life 2003Intentional Conceptual Change 1999Finding Darwin's God: A Scientist's Search for Common Ground Between God and Evolution 2003Intentions and beliefs in students' understanding and acceptance of biological evolution

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2020Knowledge about the nature of science increases public acceptance of science regardless of identity factors 2020Exploring the Inclusion of Nature of Science in Biology Curriculum and High-Stakes Assessments in Hong Kong 2020Teaching evolution in U.S. public schools: a continuing challenge 2021European first-year university students accept evolution but lack substantial knowledge about it: a standardized European cross-country assessment 2020

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