A Concept Map of Evolutionary Biology to Promote Meaningful Learning in Biology

Abstract

Is it possible to teach biology without mentioning evolution? The answer is yes, but it is not possible for students to understand biology without the evolutionary context on which the meaning and intellectual value of biological concepts depend. Meaningful learning of evolution requires (1) that the students incorporate new knowledge into a cognitive structure linked with higher-order concepts; (2) a well-organized knowledge structure; and (3) a positive emotional attachment and identification (affective commitment) to the subject by the learner. Concept maps are useful tools in meaningful learning. We present a concept map that organizes concepts of history of life and the processes that generate it, and the hierarchical relationships among them. Biological evolution is a compelling account of life on Earth and of human origins. It constitutes a unifying explanatory framework that can generate a powerful affective commitment to the subject. The concept map provided here is tied to the Next Generation Science Standards (NGSS).

Educational potential of teaching evolution as an interdisciplinary science

“…Jamieson and Radick (2017) adapted a genetics course to tackle the issue of genetic determinism presumably stemming from an emphasis on Mendelian genetics, by putting a stronger emphasis on complex causes of phenotypes. Apodaca et al (2019) included concepts like nongenetic inheritance, phenotypic plasticity, and niche construction in their concept map of evolutionary theory for biology education. However, as we note above, there is currently a lack of knowledge on student thinking and preconceptions, instructional strategies, and assessment tools available for teachers to explore these concepts in the classroom, particularly at the high school level (Ziadie and Andrews, 2018).…”

Using primary literature on SARS‐CoV‐2 to promote student learning about evolution

“…When making this concept map, students must first generate a list of key ideas and terms used in the introduction, and then form connections between these terms by using explicit linking verbs or phrases. Concept maps have been shown to promote deeper learning by facilitating connections between otherwise disparate ideas and have been shown to lead to deeper learning of evolutionary principles (e.g., Apodaca, McInerney, Sala, Katinas, & Crisci, 2019; Schwendimann & Linn, 2015; Stewart, Van Kirk, & Rowell, 1979). In class, I often task each group with generating a consensus concept map that merges the ideas and terms from each student, or ask students to incorporate and connect additional terms and concepts in this consensus concept map from past papers. Students next read the methods and draw a cartoon of the methods.…”

Educational potential of teaching evolution as an interdisciplinary science

“…While some notable efforts exist to integrate a range of more complex notions of evolutionary change into highschool evolution education (e.g. Apodaca et al, 2019), in Hanisch & Eirdosh (2020c), we provide some examples from evolution education discourse and materials that highlight how gene-focused conceptualizations prevail in standards and assessment tools, which may lead to inconsistencies, problematic representations of concepts, and problematic assessment items.…”