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Abstract Background Instructors can teach evolution using any number of species contexts. However, not all species contexts are equal, and taxa choice can alter both cognitive and affective elements of learning. This is particularly true when teaching evolution using human examples, a promising method for evolution instruction that nevertheless comes with unique challenges. In this study, we tested how an evolution lesson focused on a human example may impact students’ engagement, perceived content relevance, learning gains, and level of discomfort, when compared to the same lesson using a non-human mammal example. We use this isomorphic lesson and a pre-post study design administered in a split-section introductory biology classroom to isolate the importance of the species context. Results For two of the four measurements of interest, the effect of using human examples could not be understood without accounting for student background. For learning gains, students with greater pre-class content knowledge benefited more from the human examples, while those with low levels of knowledge benefited from the non-human example. For perceived relevance, students who were more accepting of human evolution indicated greater content relevance from the human example. Regardless of condition, students with lower evolution acceptance reported greater levels of discomfort with the lesson. Conclusions Our results illustrate the complexities of using human examples to teach evolution. While these examples were beneficial for many students, they resulted in worse outcomes for students that were less accepting of evolution and those who entered the course with less content knowledge. These findings demonstrate the need to consider diverse student backgrounds when establishing best practices for using human examples to teach evolution.
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Evaluating introductory biology student perceptions surrounding the use of integrative cases related to human health for evolution education
Abstract BackgroundIn introductory biology classrooms, cell and molecular concepts are often taught separate from those related to evolution and ecology, and usually in completely different courses. Furthermore, many examples used to teach introductory concepts are difficult for students to relate to. To address these issues, we developed curricular materials focused on the topic of breast cancer that: (1) aim to teach students how to integrate the various sub-disciplines of biology, with evolution as the unifying theme, and (2) aim to present course materials using relatable examples such as human health and disease. To assess the potential value of these materials, we asked students to complete a pre-unit and post-unit assessment before and after completing the interactive course unit on breast cancer. ResultsWe found that after learning about breast cancer, students reported that learning about biology in the context of human health made their learning experience easier, more interesting, and more relatable. After the unit, students also rated evolutionary concepts as being more important for understanding human health and disease. ConclusionsThese results have important implications for developing introductory biology curricula that have more personal appeal to students and may thus translate to better learning outcomes, as well as help students better understand the process of evolution as it occurs in humans.
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- Award ID(s):
- 2020221
- PAR ID:
- 10405842
- Publisher / Repository:
- Springer Science + Business Media
- Date Published:
- Journal Name:
- Evolution: Education and Outreach
- Volume:
- 16
- Issue:
- 1
- ISSN:
- 1936-6434
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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