000			02147nam a22002057a 4500
005			20240409095751.0
008			240409b |||||||| |||| 00| 0 eng d
022			_a0002-7685
100			_aHaenel, Gregory
245			_aTeaching Evolution Using Semester-Long Student Investigations of Adaptation by Natural Selection _b (Journal Article)
260			_aUnited States _b:National Association of Biology Teachers (NABT) _c,2023
300			_a66–72p.
440			_aAmerican Biology Teacher _vVolume 85: Issue 2, February 2023
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract: Case studies are valuable tools for instruction but are often limited to a single topic and a single class period. Courses such as evolution that synthesize multiple concepts around a common theme, however, can use a single case study type project that extends over the entire semester to develop and link core concepts. A central theme in evolutionary biology is determining if complex biological traits represent adaptations that arose by natural selection. The instructional model presented here engages students in a step-by-step process to answer this question of adaptation for a trait of their choosing. In this process, the instructor first introduces the major concepts required to address adaptation. As each major concept is developed in class, students apply this concept to their particular trait, using information gathered from published studies. Students then report their research back to the class. At the end of the semester, each group synthesizes their evidence into a paper developing an argument as to whether or not their trait fits the criteria of being an adaptation. This project provides students with ownership of course material, gets students to act as practicing scientists, and helps them integrate and apply theoretical material to real questions.
650			_anatural selection| fitness| active engagement| collaborative groups| evidence| case study
700			_aSun, Angela | Levin, Daniel
856			_uhttps://doi.org/10.1525/abt.2023.85.2.66
942			_cPER
999			_c45661 _d45660