Teaching Tree-Thinking to Undergraduate Biology Students.
Teaching Tree-Thinking to Undergraduate Biology Students.
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DOI：
10.1007/s12052-010-0254-9
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发表时间：
2010-07-27
期刊：
影响因子：
3.3
通讯作者：
Meisel, Richard P
中科院分区：
文献类型：
--
作者：
Meisel, Richard P
进化是所有生物学的统一原则，理解进化关系是如何表现的对于完整理解进化至关重要。系统发生树是显示进化关系的最传统的工具，而“树思维”被创造成一个术语来描述概念化进化关系的能力。学生往往缺乏树思维技能，发展这些技能应该是生物课程的优先事项。许多常见的学生误解已经被描述，一个成功的教师需要一套工具来纠正这些误解。我回顾了文献教学树思维本科生，并建议如何这种材料可以在一个调查为基础的框架内。
Evolution is the unifying principle of all biology, and understanding how evolutionary relationships are represented is critical for a complete understanding of evolution. Phylogenetic trees are the most conventional tool for displaying evolutionary relationships, and “tree-thinking” has been coined as a term to describe the ability to conceptualize evolutionary relationships. Students often lack tree-thinking skills, and developing those skills should be a priority of biology curricula. Many common student misconceptions have been described, and a successful instructor needs a suite of tools for correcting those misconceptions. I review the literature on teaching tree-thinking to undergraduate students and suggest how this material can be presented within an inquiry-based framework.