In this article, I provide an analysis of my work (1985 present) with non-major biology students and science teacher candidates in developing strategies for teaching and enhancing learning with respect to evolutionary science. This first-person account describes changes in evolution instruction over the course of a career based on personal experiences, research-informed practices, and a critical collaboration with colleague Mike U. Smith. I assert four insights concerning the influence and efficacy of teaching nature of science (NOS) prior to the introduction of evolution within college courses for science non-majors and science teacher candidates. These insights are: (a) teach explicit NOS principles first; (b) integrate evolution as a theme throughout a course in introductory biology (but after NOS principles have been introduced); (c) use active learning pedagogies; and (d) use non-threatening alternative assessments to enhance student learning and acceptance of evolutionary science. Together, these insights establish a pedagogy that I (and my colleagues) have found to be efficacious for supporting novice students as they engage in the study of evolutionary science.
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机译:在本文中,我对我的工作(1985年)提供了非重大生物学学生和科学教师候选人,以制定教学战略和加强进化科学的学习策略。这个第一人称账户根据个人经验,研究知识的做法以及与同事Mike U. Smith的关键合作,描述了在职业发展过程中的变化。我在科学非专业和科学教师候选人中引入演变之前,对科学(NOS)教学性质的影响和有效进行了四次见解。这些见解是:(a)首先教授明确的NOS原则; (b)将演进作为主题整合在介绍生物学的课程中(但在介绍了NOS原则之后); (c)使用主动学习教学; (d)使用非威胁的替代评估来增强学生学习和接受进化科学。这些见解在一起建立了一个教育学,即我(和我的同事)发现在研究新手学生的效力,因为他们从事进化科学研究时。
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