Craig E. Nelson
Teaching evolution (and all of biology) more effectively: Strategies for engagement, critical reasoning, and confronting misconceptions
Indiana University Bloomington
strength evidence supporting evolution increased markedly since discovery dna paradoxically public resistance accepting evolution seems become stronger key dilemma science faculty often continued teach evolution ineffectively even evidence traditional ways teaching inferior become stronger stronger three pedagogical strategies together make large difference students understanding acceptance evolution extensive use interactive engagement focus critical thinking science especially comparisons explicit criteria using helping students actively compare initial conceptions publicly popular misconceptions fully scientific conceptions conclusion students misconceptions must dealt systematically difficult faculty teaching evolution since much students resistance framed religious terms one might reluctant address religious ideas class applications teaching evolution illustrated examples address criteria critical thinking standard geology versus flood geology evolutionary developmental biology versus organs extreme perfection importance using humans central example also helpful bridge false dichotomy seen many students atheistic evolution versus religious creationism applications developed detail intended sufficient allow others use approaches teaching students faculty quite supportive approaches implemented classes