Tree-thinking in Introductory Biology Evolution Education

生物科学（61）.尽管进化论在生物科学中很重要，但它并没有被公众广泛理解或接受，在大学预科和大学水平的科学教育中，进化论和相关主题的覆盖面存在巨大差异。因此，许多本科生进入并可能离开入门级生物学，对进化的知识基础很差。为了响应更积极、以学生为中心的科学教育，特别是更有效地教授进化论的呼吁，该项目正在开发一个课程，其中包括一系列可用于专业和非专业生物学入门课程的积极学习模块，其目的是提高学生对进化论作为现代生物学基本原则的理解和欣赏。由于调查还报告了对遗传学和遗传学原理的理解与对进化原理的接受和理解之间的正相关性，这些单元强调了遗传学和遗传数据之间的联系。通过强调称为树思维的系统发育观点，揭示不同谱系之间遗传信息的完整链的遗传数据的力量可以用来解释其他进化和生物现象。这些模块包括小组问题集，案例研究，同伴学习，以及可以在讲座或实验室环境中使用的基于探究的练习。由于这些模块取决于对树型思维、主动学习技巧和当前教育技术的认识和专业知识，该项目还包括为教授这些课程的研究生举办的互动教学法讲习班。教育学论坛提供经验和接触科学教育的当前研究，旨在补充研究生正在发展的研究技能。这些模块每年影响俄克拉荷马州大学的375名本科生;每年约有10名研究生参加该计划并接受科学教育学培训，以促进其专业发展的这一关键方面的发展。这些单元对学生学习的影响正在通过多项选择的单元前和单元后评估、概念图和开放式调查进行评估。该项目的成果正在与俄克拉荷马州大学的其他单位分享，该大学的使命包括科学教育，在专业科学会议上发表，并在科学教育学文献中发表。

Biological Sciences (61). Despite its importance in the biological sciences, evolutionary theory is not widely understood or accepted in the general public, and there is tremendous variation in coverage of evolution and related topics in pre-college and college-level science education. Consequently, many undergraduate students enter and may leave introductory level biology with a poor knowledge foundation about evolution. In response to calls for more active, student-focused science education in general, and more effective teaching of evolution in particular, this project is developing a curriculum comprised of a series of active learning modules that can be used in an introductory-level biology course for majors and non-majors, one that is aimed at increasing student understanding and appreciation of evolution as a fundamental principle of modern biology. Because surveys also report a positive correlation between understanding of the principles of genetics and inheritance and the acceptance and understanding of evolutionary principles, the modules emphasize the link between phylogeny and genetic data. By emphasizing a phylogenetic perspective called tree thinking, the strength of genetic data that reveal the unbroken chain of inherited information among different lineages can be built upon to explain other evolutionary and biological phenomena. The modules include group problem sets, case studies, peer learning, and inquiry-based exercises that can be used in a lecture or laboratory setting. Because the modules depend upon awareness of and expertise with tree-thinking, active learning techniques and current educational technology, the project also includes an interactive pedagogy workshop for graduate students teaching in these courses. The pedagogy forum provides experience and exposure to current research in science education and is designed to complement the research skills the graduate students are developing. The modules are impacting over 375 undergraduate students at the University of Oklahoma each year; approximately 10 graduate students per year participate in the program and receive training in science pedagogy to foster development of this critical aspect of their professional development. The effect of the modules on student learning is being assessed through multiple-choice pre- and post-module assessments, concept maps, and open ended surveys. Results of the project are being shared with other units at the University of Oklahoma whose mission includes science education, presented at professional scientific conferences, and published in the science pedagogy literature.