An Intentional Approach to Teaching Evolution

Abstract

Abstract Evolution education has been hampered by two conditions. The first is the perception that there is no need to understand anything beyond the short-term processes of evolution (microevolution) to be a functional citizen. The second is the overwhelming focus on microevolution in the biology curriculum — if evolution is taught, typically only microevolution is addressed. This chapter begins our chapter by building a case for the importance of student understanding of both micro- and macroevolution. Following this discussion, the chapter offers a description of a course designed using the findings of a wide body of research (cognitive science, nature of science, evolution education) that employs an intentional conceptual change approach to the learning of both micro and macroevolutionary concepts.

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