No abstract

The study of phylogeographical patterns may contribute to a better understanding of factors affecting the dispersal of organisms in ecological and historical times. For intertidal organisms, islands are particularly suitable models allowing the test of predictions related to the efficacy of pelagic larvae dispersal. Here, we study the phylogeographical patterns and gene flow within three groups of species of the genus Patella present in the Macaronesian Islands that have been previously shown to be monophyletic. The genetic variability of around 600 bp of the mitochondrial gene cytochrome c oxidase subunit I was studied by single strand conformation polymorphism and/or sequencing for seven species of limpets. A total of 420 samples were analysed from the Macaronesian archipelagos, North Africa, and Atlantic and Mediterranean shores of the Iberian Peninsula. No clear geographical pattern or temporal congruence was found between the three groups of species, pointing to independent histories and colonization events. However, for the three groups, the split between the Macaronesian and the mainland forms most probably occurred before 3.9 million years ago, predating the establishment of the current circulation patterns. The presence of pelagic larvae in these species is shown to be insufficient to ensure gene flow between continental and Macaronesian populations and between the Macaronesian archipelagos. In the endangered Azorean populations of Patella candei, there is restricted gene flow to Flores and Graciosa.

Background Investigations of evolution knowledge and acceptance and their relation are central to evolution education research. Ambiguous results in this field of study demonstrate a variety of measuring issues, for instance differently theorized constructs, or a lack of standardized methods, especially for cross-country comparisons. In particular, meaningful comparisons across European countries, with their varying cultural backgrounds and education systems, are rare, often include only few countries, and lack standardization. To address these deficits, we conducted a standardized European survey, on 9200 first-year university students in 26 European countries utilizing a validated, comprehensive questionnaire, the “Evolution Education Questionnaire”, to assess evolution acceptance and knowledge, as well as influencing factors on evolution acceptance. Results We found that, despite European countries’ different cultural backgrounds and education systems, European first-year university students generally accept evolution. At the same time, they lack substantial knowledge about it, even if they are enrolled in a biology-related study program. Additionally, we developed a multilevel-model that determines religious faith as the main influencing factor in accepting evolution. According to our model, knowledge about evolution and interest in biological topics also increase acceptance of evolution, but to a much lesser extent than religious faith. The effect of age and sex, as well as the country’s affiliation, students’ denomination, and whether or not a student is enrolled in a biology-related university program, is negligible. Conclusions Our findings indicate that, despite all their differences, most of the European education systems for upper secondary education lead to acceptance of evolution at least in university students. It appears that, at least in this sample, the differences in knowledge between countries reflect neither the extent to which school curricula cover evolutionary biology nor the percentage of biology-related students in the country samples. Future studies should investigate the role of different European school curricula, identify particularly problematic or underrepresented evolutionary concepts in biology education, and analyze the role of religious faith when teaching evolution.

Background: Evolution is considered the unifying concept in biology and is also a key theory underlying many areas of human knowledge. Teaching evolution from as early as kindergarten allows children to better understand concepts related with the biological world and prevents the development of negative feelings and misconceptions about the theory of evolution. However, evolution is absent from most of the educational curricula in the early school grades, even though some of its central concepts are common contents in the curricula of these initial years. Methods: In the present paper we present a set of activities that can be performed with elementary school students to explore and understand evolution and its impact on biological diversity, while promoting critical thinking and scientific literacy. These activities explore concepts of intra-specific diversity, genealogy and inheritance, natural selection, genetic drift, and systematics, using contexts that are familiar to students, and were articulated with the Portuguese official curriculum. Similar contents are present in elementary school curricula of other countries, namely Brazil, United Kingdom, France, United States of America, Canada, or Mozambique, and therefore the same activities can potentially be used in many different countries. Results and conclusions: Regardless of the complexity of the theory behind these concepts, our experience revealed that using these activities children were able to understand basic evolutionary mechanisms and to apply this knowledge in real case scenarios.

Sexual selection plays an important role in species evolution and speciation, and is fundamental to understanding of biological evolution. In the last decades, research on sexual selection helped understand its causes and impacts in species evolution, sexual dimorphism, and speciation. It also provided interesting examples that can be used to engage students in learning about evolution. Here we review the latest sexual selection research and propose two activities that model evolution by sexual selection. The engaging nature of these activities makes them useful to promote active learning about evolution, the nature of science, and methods used to construct scientific knowledge. Importantly, we address several performance expectations suggested by the Next Generation Science Standards.