Improving How Evolution Is Taught: Facilitating a Shift from Memorization to Evolutionary Thinking

Abstract

In North America, public understanding and acceptance of evolution is alarmingly low. Moreover, acceptance rates are declining, and studies suggest that even students who have taken courses in evolution have the same misunderstandings as the general public. These data signal deficiencies in our educational system and provide a "call to arms" to improve how evolution is taught. Many studies show that student education can be improved by replacing lecture-based pedagogy with active learning approaches - where the role of students changes from passive note taking to active problem solving. Here, we describe changes made to a second-year undergraduate evolution course to facilitate a shift to active learning and improve student understanding of evolution. First, lectures were used only sparingly and were largely replaced by problem-solving activities. Second, standard textbooks were replaced by "popular" books applying evolutionary thinking to topics students encounter on a daily basis. Lastly, predefined laboratory exercises were replaced by student-designed and implemented research projects. These changes led to increased student engagement and enjoyment, improved understanding of evolution and ability to apply evolutionary thinking to biological problems, and increased student recognition that evolutionary thinking is important not only in the classroom but also in their daily lives.