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Investigating the Usefztlness of Evolutionary Theory for Understanding Biology and Attaimng Bioliteracy

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Investigating the Usefztlness of Evolutionary Theory for Understanding Biology and Attaimng Bioliteracy INVESTIGATING THE USEFZTLNESS OF EVOLUTIONARY THEORY FOR UNDERSTANDING BIOLOGY AND ATTAIMNG BIOLITERACY Doreen R. Dewell B.Sc., University of Victoria, 1972 B.Ed., Universis- of British Columbia, 1992 TESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGFEE OF MASTER OF SCIENCE in the Faculty of Edwcation O Doreen R. Dewell 1998 SIMON FRASER UNINERSTTY November 1998 Al1 rights reserGd. This work may not be reproduced in whole or in part, by photocopy or other means, without permission of the author. National Library Bibliothèque natiorale du Canada Acquisitions and Acquisitions et BibIiographic Services services bibliographiques 395 Wellington Street 395. rue Wellington Ottawa ON KIA ON4 Ottawa ON KIA ON4 Canada Canada The author has granted a non- L'auteur a accordé une licence non exclusive licence allowing the exclusive permettant à la National Library of Canada to Bibliothèque nationale du Canada de reproduce, loan, distribute or sell reproduire, prêter, distribuer ou copies of this thesis in microform, vendre des copies de cette thèse sous paper or electronic formats. la forme de microfiche/fïlm, de reproduction sur papier ou sur format électronique. The author retains ownership of the L'auteur conserve la propriété du copyright in this thesis. Neither the droit d'auteur qui protège cette thèse. thesis nor substantial extracts fiom it Ni la thèse ni des extraits substantiels may be p~tedor otherwise de celle-ci ne doivent être imprimés reproduced without the author's ou autrement reproduits sans son permission. autorisation, ABSrnCT For this qualitative study I have atîernpted to investigate the utility of evolutionary theory as a pedagogical tool to enhance understanding of biology and raise awareness of the interconnectedness of the living world. Some biology ducators have noted improvement in student success with a biology c~culumthat is based on a main theme such as evolution. The 'thematic" curriculum requires a more comctivist teaching approach where -dents are actively engaged in the leaming process and are encouraged to build conceptual fiameworks that have personai rneaning. 1explored the meaning of evolutionary theory in depth and examined how it is used in major research areas in biology. The participants of this study included both students and instructors from two post- secondary institutions, Douglas College and Simon Fraser University. Ten students and five instructors participated in personal interviews stnictured around a set of questions. .4fter transcription, 1andyzed the inte~ewsand uncovsred seven thernes kom the students and five themes fiom the instmctors. Analysis of the data f?om the student interviews suggested that students believed that an understanding of evolutionary theory helped-themto understand and lem biology. They recowzed that evolution was a unieing concept that helped to decrease memorization and that it was the most plausible explanation for Life changing over the. The students aiso expressed concern about too much memorization and felt that it trivialized leaming. Analysis of the data f?om the instructor inte~ewsseemed to indicate that prior beliefs and experiences greatly influenced present views on teaching and leaming. 1leamed that the ..a ..a ll1 instructors' views of the utility of evolutionary theory were very mixed. I was also able to ident* issues such as concepts versus content and perceived problems with trying to teach evolutionary theory. The information analysis suggests a paradox between the leaming needs of students and the way they are taught in some situations. Students were eager to leam about issues that were relevant and meaningfbl and wanted more opportunities to participate in rich Iearning experiences. The students' responses showed that they learned better when they learned a concept such as evolution and then applied it. Further research into developing curricular materials which illustrate evolution in action and which illustrate its utility is necessary. The interviews revealed that the instructors lacked educational training and as a resdt were unaware of current trends in science education. Further examination of instructors' perspectives and investigating ways to raise the profile of excellence in teaching at the post-secondary level are required. Dedication This document is lovingly dedicated iû the memory of Amy DeweLl(1981-1991) who taught me to persevere in the face of adversis- and who is my greatest inspiration. Acknowledments 1would like to thank everyone who was involved in helping me with this work. My colleagues Joan Morgan and Myrta Hayes encouraged me on countless occasions. Joan Sharp permited me to use her office at S.F.U. and Val Schaefer provided office space at Douglas College to conduct the interviews. 1would like to send a special thank you to the participants who volunteered their time- 1 am satehl to Allan MacKinnon for his support and guidance while a graduate student and feel privileged to have paaicipated as a student in the Faculty of Education at Simon Fraser University. 1 wodd not have been able to complete this thesis without the support and patience of my family. Th& you Tony and Sarah. Table of Contents .- Approval Page -.......... ...*...-......----.--....-............~....-.-...-......-.............................*.*..-.--.-..----.-.....-..--.-.II Abstract ........................... .... ..................................................................................................... rna.. -. Dedxa~on,...................................................................................................................................... -v Ackno wledgments.. ................................................... .. .................................................................. .vi .* Table of Contents.......................................................................................................................... .mi List of Tables................................................................................................................................... x Chapter 1 Introduction Background.. ................................................................................................................................. .-7 Purpose ............................................................................................................................................ -4 Rationale.. ....................................................................................................................................... -7 The "Thematx 7, Curriculum.............~...~........................................................................................ I I . Thesis Organiiaaon. .......... ......................................................................................................... 12 Chapter II Evolutionary Theory and Some Implications for BioIogy Education Introduction.. .................... .... ........................................................................................... 13 Evolutionary Theory..................................................................................................................... 1 6 . - Implica~onsfor Biology Education.............................................................................................. 24 blolecdar Biology ............................................................................................................. 25 Concepts versus Content Trade-off.......... .. ................................................................... 68 Problems with the Evolution Theme ......... ........... .............................................................. 71 Helping Undersmding ..................................................................................................... 22 The Innuences of Prior Experiences and Interests on Teaching..................................... 74 Conflicting Perspectives ........................................................................................ ..,.. ................. 77 Chapter V Summary. Suggestions. and Implications for Biology Education Introduction....... .. ....................................................................................................................... -79 Summq..................................................................................................................................... -80 Suggestions and Implications for Biology Education .................................................................... 84 B ibliography .................................................. ................................................................................-91 Appendix A ...................................................................................................................................-97 Appendix B .................................................................................................................................... 98 List of Tables CHAPTER I INVESTIGATING THE USEFULNESS OF EVOLUTLONARY THEORY FOR UNDERSTANDING BIOLOGY AND ATTAINING BIOLITERACY You are living in the mi& of a rewlution in ow understanding of life. Never has our understanding of the living world been in such constant ferment. And, never has it been su vitally important for everyone, scientist and nonscientist alike, tu understand borh the po wzr and responsibility confrred on us by our new knowledge of lfe 'sphenornena. Joseph Levine and Kenneth Miller 1991 INTRODUCTION Biology education, dong with science education in generai, has
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