Decentralized thinking and understanding of evolution in K-12 evolution education

Abstract

Background: Previous work found four areas critical to understanding evolution: variation, selection, inheritance, and deep time. Methods: An exploratory qualitative approach was taken with a variety of data sources from a larger data corpus. Data were analyzed for emphasis of either decentralized or centralized thinking. Data were analyzed and discussed exploring how a group of high school biology teachers from the same department taught evolutionary concepts. Results: The paper presents evidence that demonstrates a common lack of thinking from this perspective or incorrectly thinking that evolutionary processes are "driven" by some centralized force. Conclusions: We now identify a critical fifth component: decentralized mindset or thinking of evolution as a complex system. Possibilities of how this new area can affect learning about evolution are discussed and implications for assessment are also discussed.