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Descriptors:
Evidence; Evolution; Paleontology; Genetics; Biology; Science Instruction; Animals

Abstract:
Students compare banding patterns on hominid chromosomes and see striking evidence of their common ancestry. To test this, human chromosome no. 2 is matched with two shorter chimpanzee chromosomes, leading to the hypothesis that human chromosome 2 resulted from the fusion of the two shorter chromosomes. Students test that hypothesis by looking for (and finding) DNA evidence of telomere segments at the fusion site, thus reinforcing the likelihood of our common ancestry with chimps and showing that we all carry the molecular fossils of telomere fusion! Students see how multiple lines of evidence make a compelling case for common ancestry. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evolution; Science Instruction; Scientific Concepts; Teaching Methods; Concept Formation; Geology

Abstract:
Here's a relatively concrete activity to teach the large numbers representing evolutionary deep time.

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Descriptors:
Science Instruction; Evolution; Conflict; Misconceptions; Science Teachers; Program Proposals; Scientific Principles; Teaching Methods; Biology; Secondary Education; Higher Education

Abstract:
Surveys reveal that many in our society have an inadequate and inaccurate understanding of evolution (Alters & Alters, 2001). Much of this can be traced directly to popular misconceptions about the nature of science. This, in turn, can be linked to misrepresentation by those opposed to evolution, although inadequate or ineffective treatment by ill prepared teachers can also be a contributing factor. Teachers must do all they can to correct this; otherwise we all lose many of the potential benefits that can come from a more scientifically literate society. The program proposed in this article is built around a novel sequence of topics--using a series of classroom-tested interactive lessons--effectively minimizing conflict while students come to recognize many misconceptions and to understand why evolution is considered one of the strongest of scientific theories (Nelson, 2000). Due to its natural, logical, problem-solving and non-threatening nature, this approach will work well with any biology course at any secondary or undergraduate level. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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