Perspective: Teaching Evolution in Higher Education
Brian J. Alters, Craig E. Nelson October 2002 Evolution Volume 56, Issue 10

The paper presents statistics and explanation for students’ (and the general public’s) misunderstandings of and feelings toward evolution. The authors note that traditional pedagogy does little to unseat students’ misconceptions, largely because the teaching is passive. The key recommendation is for constructivist teaching methods including tools such as discussion, concept mapping, and using a historical perspective.

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Subject: Environmental Science:Ecosystems:Evolution, Education, Biology:Evolution
Resource Type: Pedagogic Resources:Overview/Summary, Journal Article
Research on Learning: Affective Domain:Teaching Controversial TopicsKeyword: affective domain