GROUP PROJECT: NATURAL SELECTION

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GROUP PROJECT NATURAL SELECTION

• Chris Ming and Drew Gary Hall

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Introduction

• Our goal was to, in a relatively short period of
  time, see to it that students would gain a basic
  understanding of Darwins theory of evolution by
  natural selection.

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Objectives

• Students should be able to demonstrate and apply
  knowledge of natural selection by
• 1. Explaining how new species of an animal may
  develop, e.g., Galapogos finches with
  differentiated beaks.
• 2. Explaining the development of bacterial
  resistance to antibiotics.

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Pretest Misconceptions Task 1

• 1. Several students had the right idea that there
  were niches to which some animals were better
  adapted. Such animals (finches) would adapt to
  fit a niche and be able to eat more effectively
  or whatnot.
• 2. A lot of students just threw out the term
  evolution, meaning they didnt know what was
  really involved.
• 3. Pangaea/tectonics but might show age
• 4. Several students suggested that breeding
  between finches created offspring of a new beak
  type/species.

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Pretest Conclusions Task 1

• Some students know that over time species can
  adapt to better fit their environments but they
  dont know the mechanism for this.
• Many students have erroneous beliefs of how
  speciation and adaptation occurs.
• They know somewhat that this takes a long time
  (Pangaea, tectonics, etc.)

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Pretest misconceptions Task 2

• Majority (26) said outside influences could
  change DNA, causing resistance.
• Many were split between thinking that DNA can
  change itself in response to the environment (6)
  and that mutation rates can fluctuate and
  increase during periods of mutation (8).
• Some were right-on (10) prior genetic
  differences are selected for or against.

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Pretest Conclusions Task 2

• 1. Some students have a basic understanding of
  natural selection involving selection for/against
  prior genetic differences.
• 2. BUT many think in Lamarckian or other
  mistaken ways, not taking into account prior
  genetic differences.

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Common Lessons

• 1. Geologic time online activity (1 day)
• 2. Evolution of the basketball shoe
• 3. Natural selection online activity (1 day)

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Posttest Outcomes

• After the unit, approximately 75 of students met
  both objectives (1) explaining how speciation
  happens, and (2) demonstrating a knowledge of
  selection on existing genetic differences.
• This was double from the pretest and
  preinterview results.
• The most dramatic improvements were on the second
  objective. At first, many students believed in
  self-change or bacterial intelligence, but they
  grew to understand that it is their prior genetic
  variation that matters.

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Comical Misconceptions ?

• Maybe the Galapagos islands broke off and
  floated away.
• Nuclear radiation (with drawings of glowing
  lizards and dodo birds)
• The volcanos may provide some kind of cell which
  kept multiplying until the birds were made.
  There were several types of cells so that is why
  there beaks are different.
• The presence of the 14 different types of finch
  species probably has to do with the first
  explorers of the island. When there were some
  types of birds there, they mated with them which
  made an even different species.