1. Opportunities to engage students with evolution Robert M. Ross Paleontological Research Institution

2. is biological evolution different from other public contoversies about science?

4. Gallup ® – June 1 2012

6. Pew Research Center, 2015, comparing general public to AAAS members

7. VCU Poll 2005 (%) Harris Poll 2005 (%) CCD poll 1987 (%) NBC poll 1981 (%) Creationism only21231110 ID only54 Creationism + ID only 4 Combination incl. evolution 43556876 Evolution only1512118 Don’t know/NA126106 “Regardless of what you may personally believe, which of these do you believe should be taught in public schools?” Berkman and Plutzer, 2010, Evolution, creationism, and the battle to control America’s classrooms.

8. evolution in K-12 education is more prominent in NGSS long history of attempts to diminish teaching evolution, add non-scientific alternatives –e.g., Intelligent Design –the science standards of a number of states say students should critically analyze/discuss evolutionary theory and its evidence

9. Understand the audience Commonly, students.... hold blend of science-based and religion- based views have no direct experience with nature of science or study of evolution take years to change conceptions

10. Scientific obstacles Insufficient understanding Affective obstacles Religious Psychological Political/social Allmon 2011 Evolution Education and Outreach Reasons for not “accepting” evolution are diverse

11. Public opinion may change........when pushed to consider practical issues regularly. health implications: –disease and antibiotics economic implications: –agriculture, biotechnology, and pharmaceuticals environmental implications...too abstract or technical in the case of evolution?

12. Practical considerations that don’t always receive attention....

13. avoiding extended confrontation

14. Understanding social groups is important, but be careful about assumptions.... (e.g., quoting a Pope’s views on evolution does not impress an evangelical Christian)

15. Innocent humor to some may be perceived as disrespect by others

16. Rich history of evolutionary thought before and especially after Charles Darwin

17. Likewise, if you choose to address students’ existing Creationist existing conceptions, try placing them in a historical context Creationism has not been overlooked or ignored by science. - leading hypothesis until well into 1800s

18. Students may carry variety of ideas within Creationism, which has its own history For example, –young Earth vs. old Earth –one creation (“special”) vs. many (“sequential”) –non-humans vs. humans –Intelligent Design (“ID”)

19. Do you have other favorite examples?

20. Some of the issues are described in this short book Many great resources are available through the National Center for Science Education.

21. “Nothing in biology makes sense except in the light of evolution” Theodosius Dobzhansky (1900-1975) - Geneticist & Evolutionary Biologist

22. “Nothing in biology makes sense except in the light of evolution” How do we engage students in local or current evolutionary issues beyond “classic” textbook examples?

23. What is that does make sense in light of evolution?….

24. 1) Biogeography 2) Fossil record 3) Classification 4) Comparative anatomy 5) Observed small-scale changes 6) Genetics What makes sense is….

25. If this biological evidence is all around us, why do people perceive that there is limited evidence for evolution?

26. “Evolution in Your Backyard”

27. 1. Imagine you took your students into a natural environment near the school. 2. You want to show your students evidence of past evolution from observations they can make of animals or plants around them. 3. Describe the activity you would use. Share it with your neighbor. 4. What would be the primary challenges?

28. In other words, “How has evolution influenced why these organisms look or behave the way they do?” Take 3 minutes or so....

29. organisms are a product of.... characters passed on through descent with modification, often local adaptations

30. organisms are a product of.... characters passed on through descent with modification, often local adaptations In education we often focus on adapation and natural selection, though it’s conserved traits that tell us about evolutionary history

31. Evolution in the fossil record If paleontological evidence is so extensive, why do people perceive that there is limited evidence for evolution? misconception promoted by the media: there are few evolutionary “links” new finds are unexpected and generally controversial to interpret