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Evo -Ed: A Case-based Approach to Teaching Evolution

Evo -Ed: A Case-based Approach to Teaching Evolution. Peter White, Merle Heidemann , and Jim Smith Michigan State University East Lansing, MI USA. How do students understand the theory of evolution?. Evolution = Natural Selection . How do faculty understand the theory of evolution?.

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Evo -Ed: A Case-based Approach to Teaching Evolution

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  1. Evo-Ed: A Case-based Approach to Teaching Evolution Peter White, Merle Heidemann, and Jim Smith Michigan State University East Lansing, MI USA

  2. How do students understand the theory of evolution?

  3. Evolution = Natural Selection

  4. How do faculty understand the theory of evolution?

  5. Word cloud of the Aims and Scope of journals that have “Evolution” in their title

  6. Evolution is cross-disciplinary.

  7. Oftentimes, students complete their biology education without fully understanding how well supported the theory of evolution is. Moore, 2008

  8. Traditional undergraduate instruction does not necessarily help students understand evolution.

  9. The Two-Track Problem From: White et al. 2013

  10. Help students understand evolution as an integrative biological theory that spans across biological sub-disciplines. • Provide resources for science instructors so they can teach evolution as an integrative biological theory. Evo-Ed: Development of integrative cases that explore trait evolution across biological scales.

  11. Trichromatic Vision Evolution in Primates Fur Color Evolution in Beach Mice Seed Taste Evolution in Field Peas Toxin Resistance Evolution in Clams www.evo-ed.com

  12. “What does a Case look like?” www.evo-ed.com

  13. Splash Page has brief descriptions of cases and links to resources www.evo-ed.com

  14. www.evo-ed.com

  15. Case Splash Page has links to different aspects of the biology www.evo-ed.com

  16. www.evo-ed.com

  17. Mouse Case:A Sample Lesson https://www.msu.edu/course/lb/145/smith/s13/index.html

  18. Backward Design(Wiggins & McTighe 2005) Learning Objectives

  19. Assessment

  20. Exam

  21. Instructional Activities

  22. Instructional Activities

  23. Slide Set Available from www.evo-ed.com/sse2013_lesson.pptx The Case of Fur Color Evolution in Beach Miceor http://www.evo-ed.com

  24. Select a Set of Mouse Case PowerPoint Slides

  25. Questions: • What question(s) do you have about the integrative case approach? • Discuss your question(s) with the person sitting next to you. • Debrief together.

  26. Support for an integrated approach?

  27. American Association for the Advancement of Science, 2011

  28. The Evo-Ed Project: • A Case Approach to Evolution Education • Integrative cases that explore trait evolution across biological scales. Is there a relationship between the case approach and learning?

  29. The Assessment Tool for Evaluating Evolution Knowledge (ATEEK) • Iterative design process (Anderson and Bishop 1990) • Determine essential concepts important to evolution. • Design an assessment tool that probes for those concepts. • Field test the assessment tool. • Evaluate student responses. Revise a given question if the pattern of responses differs from the expected pattern. • Field test the revised assessment tool. • Repeat steps 4 and 5 until satisfied with the pattern of answers.

  30. The ATEEK Q1.Jaguars can have an orange coat or a black coat. Orange jaguars have either two G alleles or one G allele and one g allele, whereas black jaguars have two g alleles. When a jaguar has the genotype gg, what happens inside its cells so that a black coat is produced? Q2. Toxican mushrooms contain a toxin that causes vomiting when ingested. Recently, some Toxican mushrooms were found that did not produce the toxin. Describe in detail what might have happened at the molecular level so that these mushrooms no longer produce this toxin? Q3. The non-poisonous Toxican mushroom has become more frequent in mushroom populations and poisonous Toxican mushrooms have become rare. Define Natural Selection and use it to explain this scenario. Q4. Considering genetic mutation – Describe, at the molecular level, what a mutation is. Use your answer from part (i) to describe the process whereby a mutation results in a change at the phenotype level.

  31. Scoring the ATEEK • A response could be scored as 0, 1, or 2. • 0: Answer is wrong of mostly wrong. • 1: Answer is partially right. • 2: Answer is completely correct or mostly correct. • Average student GAIN calculated for each question GAIN = Post-Course ATEEK Score – Pre-Course ATEEK Score

  32. Q1: Jaguars can have an orange coat or a black coat. Orange jaguars have either two G alleles or one G allele and one g allele, whereas black jaguars have two g alleles. When a jaguar has the genotype gg, what happens inside its cells so that a black coat is produced? Gain (post-course – pre-course) Learned evolution using integrative cases Did not learn evolution using integrative cases

  33. Q2: Toxican mushrooms contain a toxin that causes vomiting when ingested. Recently, some Toxican mushrooms were found that did not produce the toxin. Describe in detail what might have happened at the molecular level so that these mushrooms no longer produce this toxin? Gain (post-course – pre-course) Learned evolution using integrative cases Did not learn evolution using integrative cases

  34. Q3: The non-poisonous Toxican mushroom has become more frequent in mushroom populations and poisonous Toxican mushrooms have become rare. Define Natural Selection and use it to explain this scenario. Gain (post-course – pre-course) Learned evolution using integrative cases Did not learn evolution using integrative cases

  35. Q4i: Considering genetic mutation – Describe, at the molecular level, what a mutation is. Gain (post-course – pre-course) Learned evolution using integrative cases Did not learn evolution using integrative cases

  36. Q4ii: Use your answer from part (i) to describe the process whereby a mutation results in a change at the phenotype level. Gain (post-course – pre-course) Learned evolution using integrative cases Did not learn evolution using integrative cases

  37. Questions? Discussion?

  38. www.evo-ed.com Thanks to Kathis Ellis, Joe Murray, Miles Loh, Mark Kauth, Kendra Cheruvelil, Chuck Elzinga, Jerry Urquhart, Cheryl Murphy, Andy Jarosz, Doug Luckie, Richard Lenski, Craig Nelson and Lyman Briggs College for their contributions to the project. Acknowledgements:Partial support for this work was provided by the NSF TUES program under Award No. 1043876. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. Questions?

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