Teaching EvolutionIn the Science Classroom

Michelle Frey

Wilkes University

EDIM 510

Why teach evolution

The Standards• BIO.B.3.1: Explain the

mechanisms of evolution• BIO.B.3.2: Analyze the

sources of evidence for biological evolution

• BIO.B.3.3: Apply scientific thinking, processes, tools, and technologies in the study of evolution

Why teach evolution

• Consistent with positions of National Science Teacher’s Association (NSTA), National Academies, and the American Association for the Advancement of Science (AAAS).

• The theory of evolution is a “major unifying concept in science and should be emphasized in k-12 science education frameworks and curricula” (NSTA, 2013)

Why teach evolution

• The natural world has a history• Supported by other disciplines in science

What students bring to the classroom

• Poor or lacking science background• Cultural and/or religious

beliefs

Overcoming personal barriers

• Empathy• Patience

References

• DoDEA. (2013). The discussion. Retrieved from https://www.flickr.com/photos/dodeacommunications/10593627376/sizes/l

• Internet Archive Book Images. (2014). General guide to exhibition halls of the American Museum of Natural History. Retrieved from https://farm3.staticflickr.com/2933/14757442456_c5c3d6935a_b.jpg

• Maynor, N. (2012). Carpenter United Methodist Church. Retrieved from https://www.flickr.com/photos/nataliemaynor/6691879393/sizes/l

• Pennsylvania Department of Education. (2010). Keystone Exams Biology: Assessment anchors and eligible content. Retrieved from http://www.pdesas.org/Standard/Views#0|0|707|0

• Roberts, A. (2007). Astronomy for beginners. Retrieved from https://www.flickr.com/photos/aroberts/1160110085/sizes/o/

• Sessums, C. (2010). Classroom plastic wooden desks. Retrieved from https://farm5.staticflickr.com/4107/5009895195_fb306ffcb4_b.jpg