An Analysis of Learning and

Teaching Evolution:
The Challenges of Diffusing Misconceptions
Regarding Evolution
Chance A. Bennett*, Brandi D. Pearson*
*Human Medicine
Ratna Gupta, Ph. D. (Faculty Sponsor)

Outline of Presentation
I.

How did it feel to learn Evolution in General Biology II?

II.

How did we feel about teaching Evolution?

III.

What was the essence of our teaching experience?

IV.

Was our plan successful?

V.

Why do we believe Evolution should be taught?

VI.

Why did we want to share this experience with others?

Objective 1

Learning
Evolution

What is

EVOLUTION?
1. By natural selection, is a unifying theory of biology that proposes all
life descended, with modification, from a common ancestor.

2. A process that proposed species arise, change, and become extinct

due to natural forces.

Required Learning Expectations for OLOLC

1.

Explain natural selection and its relationship to evolution (assessed by quizzes, shortanswer questions and/or exams)
2. Explain genetic basis of evolution and how gene flow, mutations and various forms of
selection lead to speciation (assessed by quizzes, short-answer questions and/or exams)
3.
Describe features of each category of pathogen (bacteria, viruses, parasites and fungi) at
molecular level with regards to infections in humans (assessed by quizzes, short-answer
questions, presentations and/or exams)
4.
Compare and contrast the characteristics of invertebrates (assessed by quizzes, shortanswer questions and/or exams).
5.
Compare and contrast the characteristics of vertebrates (assessed by quizzes, shortanswer questions and/or exams).
6.
Synthesize and integrate information from the course work and scientific literature to
benefit the community by providing instruction (service) and educational material (assessed by
surveys and service-learning project).
7.
Describe mode of action and biological mechanisms underlying an infectious disease that
is common in the community (assessed by surveys, short-answer questions, exams and/or
service-learning project).

I. How did it feel to learn

Evolution in General Biology
II?

1. Learning Evolution
Rejection of material
Preconceptions
Lack of formal education about Evolution
Faith and Personal Beliefs
Instructor Impact
Teacher-Student relationship
Methods
Disposition

2. The Service Learning Project

Response to project assignment and the
assigned topic

Objective 2

Teaching
Evolution

II. How did we feel about

teaching Evolution?

1. Preparation for teaching Evolution

Required learning expectations for college AND
high school students
Personal Conditioning
Focusing on requirements and responsibility as
a student
Instructor Influence

Required Learning Expectations for Louisiana High School Students

Science Grade-Level Expectations
Biology: Biological Evolution
1. Explain natural selection and its relationship to evolution
2. Explain genetic basis of Evolution and how gene flow, mutations and various forms of selection lead to speciation
3. Describe features of each category of pathogen (bacteria, viruses, parasites and fungi) at molecular level with regards to infections in
humans

4. Compare characteristics of the major kingdoms (GLE # 19, life science).

5. Analyze evidence on biological evolution, utilizing descriptions of existing investigations, computer models, and fossil
records (LS-H-C1)
6. Compare the embryological development of animals in different phyla (LS-H-C1) (LSH-A3)
7. Explain how DNA evidence and fossil records support Darwins theory of evolution (LS-H-C2)
8. Explain how factors affect gene frequency in a population over time (LS-H-C3)
9. Classify organisms from different kingdoms at several taxonomic levels, using a dichotomous key (LS-H-C4)
10.Analyze differences in life cycles of selected organisms in each of the kingdoms (LSH-C6)
11.Compare the structures, functions, and cycles of viruses to those of cells (LS-H-C7)
12.Describe the role of viruses in causing diseases and conditions (e.g., AIDS, common colds, smallpox, influenza, warts) (LS-H-C7) (LS-HG2)

Background
1.

Location:
Belaire High School

4.

Ages of Participants:
ages 15-18

2.

Community Partner:
The Boys and Girls Club

5.

Number of students present during

each session:
12-20 students

3.

Participating grades:
9th-11th grade

6.

Scale of participation:
High level of participation

Topic 1: Evolution
Evolution and the Origin of Life- Chance A. Bennett
Natural Selection - Brandi Pearson
Evidence of Evolution - Scott Maloney

Topic 2: The Mechanism of Disease by different microorganisms

III. What was the essence of

our teaching experience ?

Design of the Lesson Plan

1.
2.
3.
4.

Introduction
Pre-Assessment
PowerPoint
Hands-On Activity
1. Build-A-Beast Activity
2. Candy Dish Activity
3. Fossil Presentation

5. Post Assessment

Implementation of the Lesson Plan

1. Establish Teacher-student relationships

Develop connections with students

Learning their names
Discussing common interest and goals
Ask them about their favorites, hobbies, etc

2. Address Required Learning Expectations

Present material void of bias and partiality

Utilize PowerPoint presentations with photographs and 3-D
models
Clarify misconceptions by discussing confusion and
presenting evidence

3. Provide an interesting and educational learning

environment

Create relatable analogies to enhance comprehension

Highlight interesting facts and points of interest
Promote an environment conducive of stimulating creativity, critical
thinking, and complex thought processing

The Evolution of Cell Phones

LUCA Last Universal Common

Ancestor

Hands-on Activities

Build-A-Beast Activity

Candy Dish Activity

Objective
This activity demonstrates the mechanisms involved in
Natural Selection, in particular, the distribution of genetic
information which give rise to specific traits, and the manner
in which those mechanisms result in variation amongst a
species.

Procedure
1.

2.

3.

4.
5.

Make the candy dish accessible in advance so students

can pick candies over a period of time, or the dish can be
passed around the room a couple times.
After more than half of the candy has been removed,
gather the class together. Start the discussion by
pointing out that there is often great variation among
individuals of animal species.
Show them the candy bowl and the remaining candies.
Count what candies remain and list them on the board.
Ask them if they remember which candies were originally
available. Make a list on the board of the original set of
candy.
Now ask them to list the traits of the candy
they selected from the candy dish.
Make a list now of the traits of the candies that were not
selected

Fossil Presentation

Pre and Post Assessment Results

Evidence of Evolution
Pre-Assessment Results

Marked all
correctly

11

Marked 1
or more
incorrectly

Evidence of Evolution
Post Assessment Results

11

Marked all
correctly

Marked 1 or
more
incorrectly

IV. Was our plan successful?

Factors that may have influenced Results

1. Instructor Impact

Religious climate of region

Ban of Evolution from public school curriculum

Deletion of Evolution from textbooks

Lack of exposure = lack of knowledge

Teachers are not properly educated, students will not be properly educated

Perpetuation of misconceptions

Compromise integrity of quality education

Influence on Personal Views

Negative/Biased Disposition

Feelings of apprehension and reluctance; rejection of material

Teaching Evolution

Taught with conditions or entirely omitted

Students received second class education and exhibited

poor performance in Biology

Diffusing Misconceptions

Did Humans Come from Monkeys?

Explained relationship between all living organisms

Pax6 gene

Eukarya
Archea

Bacteria

LUCA

Anatomical Features
DNA Sequence Alignment

V. Why should Evolution be taught?

1. Included in Required Biology Learning Expectations for high

school students

Mandated by the State

Major component in Standardized Tests

End of Course (EOC) Test

Required to received High School Diploma

Constitutes various percentage of final grade for course

Example of Evolution Question from

EOC Test
Strand: Life ScienceBiological
Evolution
Biology GLE LS 15: Compare the embryological
development of animals in different phyla
(LS-H-C1) (LS-H-A3)

2. National Science Standards

Outlined in Life Sciences Requirements

3. College Preparation

Heavily incorporated into coursework and accompanying tests designed

to help high school students acquire college credit

AP Honors Course/Test

CLEP Biology Test

Included in Required Learning Expectations for college Biology courses

Benefits of exposure to controversial subject matter

Prepare students to solve biological problems with same

problematic nature as Evolution
Development of critical thinking
Development of complex thought processing

VI. Why did we want to share

this experience with others?

The Significance of Sharing this Experience

1. Increase Awareness
2. Share teaching experience targeting
controversial subject matter
3. Benefits for OLOLC Students
Improved understanding and retention of
required course material
Development of skills beneficial to
Healthcare Career
Embracing Franciscan Core Values
Reverence
Love for all of life
Joyfulness of spirit
Humility
Justice

References
1.

Mader, S. S., & Windelspecht, M. (2010). Biology (11th ed.). New york: McGraw-Hill Higher
Education.

2.

Assessments. (n.d.) Retrieved March 7, 2016 from

http://www.louisianabelieves.com/assessment/end-of-course-tests

3.

Advanced Placement. (n.d.) Retrieved March 7, 2016 from

http://www.louisianabelieves.com/courses/advanced-placement

4.

College Level Examination Program (CLEP). (n.d.) Retrieved March 7, 2016 from
http://www.louisianabelieves.com/courses/college-level-examination-program-(clep-)

5.

Released and Sample Test Items. (n.d.) Retrieved March 7, 2016 from
http://www.louisianabelieves.com/resources/library/released-and-sample-test-items

6.

Evolution Education. (October 2008). Retrieved March 7, 2016 from March 7, 2016 from
http://ncse.com/evolution

Acknowledgements
Group Members: Scott Maloney and Brandi Pearson
Our Instructor and Faculty Mentor: Dr. Ratna Gupta, Ph. D.
Belaire High School Faculty and Student Body
Our Sponsor: The Boys and Girls Club
OLOL College Service-Learning Administration
OLOL College Administration, Faculty, and Student Body