Evolution Education Re-considered Understanding What Works
This collection presents research-based interventions using existing knowledge to produce new pedagogies to teach evolution to learners more successfully, whether in schools or elsewhere. ‘Success’ here is measured as cognitive gains, as acceptance of evo
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Evolution Education Re-considered Understanding What Works
Evolution Education Re-considered
Ute Harms Michael J. Reiss •
Editors
Evolution Education Re-considered Understanding What Works
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Editors Ute Harms IPN - Leibniz Institute for Science and Mathematics Education at Kiel University Kiel, Germany
Michael J. Reiss Institute of Education University College London London, UK
ISBN 978-3-030-14697-9 ISBN 978-3-030-14698-6 https://doi.org/10.1007/978-3-030-14698-6
(eBook)
Library of Congress Control Number: 2019934529 © Springer Nature Switzerland AG 2019 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Switzerland AG. The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
To Uwe Bertsch and David Ogden
Foreword
“Another book on evolution? Aren’t there many out there already?” you may ask. Indeed, there are. Nevertheless, the public understanding and acceptance of evolutionary theory are relatively low, at least compared to other, equally important and well-established scientific theories. Therefore, there must be more we need to do to improve the situation. Evolution is perhaps a special case because teachers have to face two different kinds of obstacles: conceptual obstacles, which exist for all scientific theories, and emotional obstacles, which do not usually exist for other scientific theories. Whereas learning about gravity or atomic theory does not usually raise any personal concerns, learning about evolution touches upon important aspects of our identity: Who we are, where we come from, and where we go. Thus, there are emotional obstacles that may make an evolutionary theory to seem to be in conflict with one’s worldviews. Furthermore, evolutionary theory is also counterintuitive: The inherent unpredictability and contingency of evolutionary
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