Teaching Evolution Using Live Animals and Inquiry-Based, Self-Guided Kits
Contribution to Book
Evolution and Education in the American South
The authors describe their experiences with evolution and science education and how this led to their interest in inquiry-based teaching. Inquiry-based evolution education programs should be effective but are relatively uncommon, likely because of the resources and expertise required to create them. University/K-12 collaborations may be a solution but tend to be limited in their reach. Kit-based teaching allows inquiry-based evolution programs to be more broadly disseminated. Kits may also improve engagement and science self-efficacy since students take ownership of their learning and independently master science tasks. We describe an inquiry-based kit that we developed in collaboration with local teachers and an Education and Outreach Center at Colorado State University. We used three populations of locally adapted fish, Trinidadian guppies, to illustrate important concepts in evolution. Students work through the self-guided kit and booklet to complete inquiry and authentic science experiments and observations. These activities allow them to discover each concept and the definition of evolution at the end of the program. We describe the kit in detail and reflect on the challenges and successes associated with its creation and implementation.
Broder, E. Dale, Emily A. Kane.
"Teaching Evolution Using Live Animals and Inquiry-Based, Self-Guided Kits."
Evolution and Education in the American South, Christopher D. Lynn, Amanda L. Glaze, William A. Evans, and Laura K. Reed (Ed.): 191-211 New York, NY: Palgrave Macmillan.
doi: 10.1057/978-1-349-95139-0_11 isbn: 978-1-349-95139-0