Thinking Evolutionarily Evolution Education Across the Life Sciences: Summary of a Convocation (2012) / Chapter Skim
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1 Introduction and Overview
1 Introduction and Overview
Pages 1-8
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The views contained in the report are those of individual workshop participants and do not necessarily represent the views of all workshop participants, the planning committee, or the National Research Council.
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It focused specifi cally on infusing evolutionary science into introductory college courses and into biology courses at the high school level, although participants also discussed learning in earlier grades and life-long learning. In addi tion, the convocation covered the broader issues associated with learning about the nature, processes, and limits of science, because understanding evolutionary science requires a more general appreciation of how science works.
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"My hope," said Singer, "is that we all respect the religious beliefs of one another, of students and their families. I think you can find ways to teach evolu tion that are scientifically rigorous but avoid contentious challenges to individuals." PERSPECTIVE OF A FUNDER The convocation was funded by the National Academy of Sciences, the Burroughs Wellcome Fund, the Christian A
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Efforts such as the ones being discussed at the convocation are "a wise way to help us all begin to accept the soundness of evolutionary theory not just in our heads but in our hearts and minds." OVERVIEW OF THE CONVOCATION2 In his opening presentation, Gordon Uno, David Ross Boyd Professor at the University of Oklahoma, as well as a member of a group under the National Evolutionary Synthesis Center (NESCent) that first conceived of this convocation and a special consultant to the convocation's organizing committee, laid out many of the central issues addressed at the event.
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, Com petency E8: Demonstrate an understanding of how the organizing principle of evolution by natural selection explains the diversity of life on earth. From A Framework for K-12 Science Education (National Research Council, 2011)
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Many questions surround instruction and the development of supporting curricular materials for evolution education. Are there ways to teach all students critical concepts in evolutionary science such as artifi cial and natural selection, emerging diseases, developmental biology, key transitions in the history of life, biodiversity, or evolutionary medicine?
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In addition, Uno has been part of a group that has been revising Advanced Placement (AP) Biology based on recommendations from a National Research Council report (2002)
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Washington, DC: National Academy Press. National Research Council.
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