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1.
Cristine H. Legare John E. Opfer Justin T.A. Busch Andrew Shtulman 《Evolution and human behavior》2018,39(3):257-268
The theory of evolution by natural selection has begun to revolutionize our understanding of perception, cognition, language, social behavior, and cultural practices. Despite the centrality of evolutionary theory to the social sciences, many students, teachers, and even scientists struggle to understand how natural selection works. Our goal is to provide a field guide for social scientists on teaching evolution, based on research in cognitive psychology, developmental psychology, and education. We synthesize what is known about the psychological obstacles to understanding evolution, methods for assessing evolution understanding, and pedagogical strategies for improving evolution understanding. We review what is known about teaching evolution about nonhuman species and then explore implications of these findings for the teaching of evolution about humans. By leveraging our knowledge of how to teach evolution in general, we hope to motivate and equip social scientists to begin teaching evolution in the context of their own field. 相似文献
2.
Erica N. Varlese 《Evolution》2008,1(1):96-99
After interviewing 17 students and four teachers at Drew University, a college of 1,400 undergraduates which I attend, I found
that whereas most express a belief in evolution, many display a hesitancy to embrace the theory entirely. Instead, most students
choose to believe only in evolution within lineages and not on a larger scale, specifically in the creation of new species.
Teachers at the school explain that their experiences at Drew are similar to those they have experienced at other colleges
they have taught at and discuss their methods for introducing the subject in the classroom and the significance of learning
evolution. Furthermore, whereas it is easy for students to avoid taking biology classes that would expose them to the theory,
I discuss what students look for when taking biology courses and preconceptions teachers must help students overcome when
exposing them to evolution. 相似文献
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杨荣武 《中国生物化学与分子生物学报》1985,36(2):232-240
生物化学是生命科学中最重要的基础专业课程之一。欲使教师讲好它,学生学好并非易事。在学生中经常流传着一句“生理生化,必有一挂”的口头禅,足见学生学习生物化学的难度。本文结合笔者在南京大学讲授生物化学25年多的实践及成功经验,与同行们分享生物化学的教学技巧和策略,如何上好第一次课,如何激发学生学习生物化学的兴趣,如何在教学中培养学生的科学思维,如何把传统课堂教学的手段与其他新型的教学方式结合,如何开展和组织“第二课堂”活动等,希望它们对同行们的生物化学教学有所启发和帮助。 相似文献
5.
杨荣武 《中国生物化学与分子生物学报》2020,36(2):232-240
生物化学是生命科学中最重要的基础专业课程之一。欲使教师讲好它,学生学好并非易事。在学生中经常流传着一句“生理生化,必有一挂”的口头禅,足见学生学习生物化学的难度。本文结合笔者在南京大学讲授生物化学25年多的实践及成功经验,与同行们分享生物化学的教学技巧和策略,如何上好第一次课,如何激发学生学习生物化学的兴趣,如何在教学中培养学生的科学思维,如何把传统课堂教学的手段与其他新型的教学方式结合,如何开展和组织“第二课堂”活动等,希望它们对同行们的生物化学教学有所启发和帮助。 相似文献
6.
Museum behind the scenes–an inquiry-based learning unit with biological collections in the classroom
The aim of this study was to design and evaluate an inquiry- and activity-based learning unit for the classroom that uses biological collections to teach key evolutionary concepts and to support the understanding and appreciation of the work of a museum. The unit consisted of three parts that focused on the most important tasks of museums: collecting and conserving, researching and exhibiting. The students created their own collection, performed research surrounding it and then designed an exhibition. Seventy-six secondary sixth- and seventh-grade students participated in the testing of the prototype unit. For evaluation, we carried out a pre-/post-test design using a questionnaire that assessed content knowledge and learning enjoyment. The mean knowledge score of the post-test indicated significant learning gains compared to the pre-test results. The test on learning enjoyment showed best mean values for actions that included the collection, compared to results of the theoretical parts of the unit. This approach demonstrates that the learning unit offers the opportunity to experience the tasks of a museum at first hand and to acquire knowledge about evolutionary science and evolutionary principles. 相似文献
7.
推进课程改革的关键是实现课堂教学的高效,而高效课堂来自于课堂教学过程中师生双方主观能动性的充分发挥,通过教师课前设计学生学习活动方案(活动单),学生在课堂上开展"自主学习、活动探究"式学习,可以实现教师的主导性和突出学生的主体地位。通过实施"活动导学、自主互助"课堂教学模式,取得了一点认识,希望能为当前普通高中生物课堂教学改革提供一点借鉴。 相似文献
8.
Faculty members from the University of South Dakota attended the Curriculum Reform Institute offered by the University of Wisconsin at Oshkosh, WI, during the summer of 2002 to design a course sequence for elementary education majors that better meets their needs for both content and pedagogy based on the science education standards. The special section of introductory biology that resulted from this workshop is designed to use laboratories and activities that either help students learn major concepts in the life sciences or model how to teach these concepts to their future K-8 students. This study describes how the active, hands-on learning opportunity for preservice teachers with its emphasis on both content and performance-based assessment was implemented in an introductory biology course for elementary education majors during the spring of 2004. During the initial offering of this course, student perceptions about what helped them to learn in the special section was compared with their nonscience major peers in the large lecture-intensive class that they would have taken. Each group of students completed early and late web-based surveys to assess their perceptions about learning during the courses. After the completion of the course, students in the special section appreciated how the relevance of science and conducting their own scientific experimentation helped them learn, enjoyed working and studying in small groups, valued diverse class time with very little lecture, were more confident in their abilities in science, and were more interested in discussing science with others. This course format is recommended for science classes for preservice teachers. 相似文献
9.
情景模拟在“医学微生物学”翻转课堂教学中的应用 总被引:1,自引:1,他引:0
翻转课堂是实现以学生为中心、提升学生自主学习能力的重要教学方法。随着线上课程的开展和学习平台技术的成熟,学生已能在课前获得足够的资源。然而,习惯于灌输式教育的学生仍缺乏自主学习的动力和方法。为此,我们教研团队尝试采用情景模拟的课堂活动设计来突破翻转环节实施的难点。研究发现,参考临床案例撰写剧本的过程能有效提升学生的自学兴趣和能力。学生课前在线预习时长和章节访问次数,以及参考资料阅读率和小组讨论时长均显著增加。课堂上,学生将课前所学知识在模拟实践中进行练习,促进了师生互动,帮助学生加深对知识的理解,提升学习成绩和满意度,同时也培养了学生的团队合作精神,建立临床思维,提升职业兴趣和能力。因此,情景模拟的融入实现了翻转课堂教学中“课前学”和“课上习”的教学闭环,为进一步推进翻转课堂的开展提供参考。 相似文献
10.
Imparting a basic understanding of evolutionary principles to students in an active, engaging fashion can be troublesome because
the logistics involved in designing experiments where students pose their own questions and use the data to test alternative
hypotheses often outstrip time and financial constraints. In recent years, educators have begun publishing exercises that
teach evolution using innovative, in-class experiments. This article adds to this growing forum by describing a classroom
exercise that introduces the concept of evolution by natural selection in a hypothesis-driven, experimental fashion, using
a deck of cards. Our standard exercise is suitable for upper-level high school and introductory biology students at the college
level. In this paper, we discuss the exercise in detail and give several examples that illustrate how our games provide accessible
bridges to the primary literature. Finally, we discuss how extensions of our basic exercise can be used to effectively teach
advanced evolutionary concepts. 相似文献
11.
Mee-Kyeong Lee 《Science activities》2013,50(1):29-33
In this integrated inquiry, students in an elementary teaching methods class investigate a real-world problem outside the classroom. The students use the Cognitive Research Trust (CoRT) thinking strategy to find the causes of, impact of, and possible solutions to the problem. They present their findings and then discuss implementation of this activity in elementary classrooms. The activity is followed by a whole-class discussion about the activity and its application to the elementary classroom. This is an open-ended inquiry that future teachers will be able to do with their elementary school students. 相似文献
12.
Steven M. Platek Glenn Geher Leslie Heywood Hamilton Stapell J. Ryan Porter Tia Y. Walters 《Evolution》2011,4(1):41-51
The learning of evolutionary theory typically takes place in the classroom or laboratory. Students of these traditional approaches
often leave with the notion that applications of evolutionary theory have little bearing on their lives. The Evolutionary
Studies Consortium (EvoS; ) has been extremely successful in overcoming these barriers and demonstrating the bridges across academic areas that can
be created with the principles of evolution as a guide. While this is a fantastic means through which to educate students
about the intricacies of evolution, we believe that the full potential of this approach has yet to be realized. Applications
beyond strict academic contexts are still waiting to be mined. Here, we outline an approach that proposes the implementation
of a nutrition and physical fitness program, alongside classroom pedagogy, as a means of helping students learn about evolution
and how it can be used to increase their own quality of life. 相似文献
13.
Louis Nadelson Rex Culp Suzan Bunn Ryan Burkhart Robert Shetlar Kellen Nixon James Waldron 《Evolution》2009,2(3):458-473
State and national standards call for teaching evolution concepts as early as kindergarten, which provides motivation to continue
developing science instruction and curriculum for young learners. The importance of addressing students’ folk theories regarding
science justifies teaching evolution early in K-12 education. In this project, we developed, implemented, and researched standards-based
lessons to teach elements of evolution (speciation and adaption) to kindergarteners and second graders. Our lessons attended
to the students’ prior knowledge, and utilized inquiry and modeling to teach and assess their ability to recognize patterns
of similarity and differences among organisms. Using their products and comments as evidence, it was apparent the students
were able to communicate recognition of patterns and effectively apply their knowledge in near transfer activities, indicating
they achieved our learning objectives. This provides support for teaching evolution concepts in the early grades and evidence
of the ability for young children to effectively engage in supported inquiry and modeling for learning science. 相似文献
14.
随着互联网时代的到来,大规模开放式在线课程(慕课,MOOC)为教育改革提供了新的研究思路和方向。为了提高生物化学的学习效果,本文结合该课程知识点杂而多、理论性强和学生学习兴趣不高的特点,设计了一种基于BOPPPS教学的线上线下混合式教学模式,并在生物化学课程中进行了实践。BOPPPS中的情景案例激发了学生的学习兴趣,逐层递进的课堂练习让学生沉醉其中。研究结果表明,体验过混合式学习的学生与通过传统学习方式学习的学生相比,实验组学生对知识的理解深度明显好于对照组,在学习效果上也存在显著差异(P<0.05),试验组学生的平均成绩(81.13)比对照组学生的平均成绩(76.21)提升5分左右。问卷调查结果显示,与传统教学模式相比,学生更愿意接受新的教学模式,并愿意在未来的学期里支持继续使用新型的教学模式。学生认为,能从新的教学模式学到比传统的授课形式要多的知识,而且新的教学模式还促进了团队合作能力,提高了学生的学习兴趣,学生课前愿意花费较长时间自主预习。该方法激发了学生的学习主动性,促进了学生更好地学习。 相似文献
15.
Eugenie C. Scott 《Evolution》2010,3(2):241-244
The author reflects on how much she has learned about teaching from K-12 teachers, and about the difficulties teachers encounter
when they teach about evolution. Misconceptions and preconceptions, especially those concerning the compatibility or incompatibility
of evolution with religion, are difficult to overcome, but teachers have devised many ingenious approaches to “defuse the
religion issue.” The easy way out for many teachers is to omit evolution, or compromise its teaching by either including creationism
or denigrating evolution, but the many teachers who teach with integrity are inspiring to us all. 相似文献
16.
Ross H. Schlemmer 《Arts Education Policy Review》2017,118(1):27-36
ABSTRACTEducation in the United States is often characterized by testing and standardized outcomes, and bears little relevance to the culture and the community that surrounds both students and teachers. Conversely, community arts connect the philosophies of art and education to the larger spheres of culture and community. The community thus becomes an educational space in which both the teachers and students are motivated to learn from each other through a reciprocal relationship that changes the dynamic of both teaching and learning. Consequently, the (re)contextualization of art and education within culture and community has distinct policy implications regarding both what we teach and the way we teach it. There is an opportunity to increase the significance of art education in a democratic society if we embrace practices that empower preservice teachers to analyze how artmaking practices shape their own sensibilities and those of the communities in which they live. This article suggests a field experience model for informing cross-cultural understandings of community-based pedagogy, participation, and collaboration that challenges existing educational policy while informing the values and beliefs of the preservice teacher. It presents the opportunity to develop socially relevant programs for use in the teaching of art that include community, social justice, democracy, collective responsibility, activism, and equity—among others—that confront established perceptions of both art and education. 相似文献
17.
Louis S. Nadelson 《Evolution》2009,2(3):490-504
The learning and teaching of biological evolution is conceptually challenging. To fully comprehend evolution, it is posited
that individuals also need to understand the roles that the nature of science and situations of chance play in the process.
The consistent detection of misconceptions of evolution suggests that new approaches to increasing understanding need to be
explored. I predicted that preservice teachers’ ideas for teaching biological evolution could be influenced by three brief
web-based interventions, one focused on the common misconceptions of evolution, one on the nature of science, and one on situations
of uncertainty in the context of evolution. An experimental group received a combination of the three web-based tutorials
while a control group received the misconceptions and nature of science instruction and a time on task filler tutorial. Participants
were directed to develop a lesson idea applying the knowledge they learned from the tutorials. The lesson ideas were examined
for evidence of the influence of the web-based instruction, participant understanding and misconceptions of concepts, and
their ideas about teaching evolution. The results of this study revealed that the participating preservice teachers held a
wide range of conception and misconception of evolution, were somewhat influenced by the tutorials, and had an array of visions
for teaching evolution. The outcomes support the need for further investigation into the multifaceted nature of preparing
preservice teachers to teach evolution. 相似文献
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Background
Faculty perception of student knowledge and acceptance of subject matter affects the choice of what to teach and how to teach it. Accurate assessment of student acceptance of evolution, then, is relevant to how the subject should be taught. To explore the accuracy of such assessment, we compared how community college instructors of life sciences courses perceive students’ attitudes towards evolution with those students’ actual attitudes towards evolution.Results
The research had two components: (1) a survey of students of several biology classes at a community college about their acceptance of evolutionary theory and (2) interviews with the biology faculty teaching those classes about their perceptions of their students’ attitudes towards evolution. Results of the study indicate relatively high levels of acceptance of evolution among community college students at this West Coast institution. We also found that community college instructors of life sciences courses varied in accuracy of their perceptions of their students’ attitudes towards evolution–but not systematically. Although one professor assessed each class quite accurately, the other two professors frequently underestimated the acceptance of evolution among their students.Conclusions
Errors in perception seemed independent of whether the class was composed of majors, nonmajors, or a combination. Clearly, in our sample there is much idiosyncrasy regarding community college instructor accuracy concerning student opinions about evolution.20.
This activity is the result of a school-university collaboration among four educators (two intermediate classroom teachers, a vice-principal/teacher, and a university-based teacher educator/researcher) who worked together to improve the quality of learning in the classroom. The educators combined their teaching expertise to plan and co-teach an integrated science and music unit in a grade 4 and a grade 4/5 class. In this six-part unit students rotate through sound exploratory centers and conduct investigations to learn how different factors such as the size, material, and contents of containers affect the behavior of sound. Students also design and make their own instruments. 相似文献