EvoVis

Project Logo

Project data


Research lines
DepartmentsBiology Education
FundingThe Swedish Research Council (1/1/201312/31/2018)
Period1/1/201312/31/2018
Statuscompleted
IPN researchersProf. Dr. Ute Harms (Project lead)

Evolution has been described as the grand unifying theory of biological science. Due to it´s explanatory value it is of great importance to find effective ways of teaching and learning evolution. From a society standpoint, knowledge of evolution is of substantial significance among the public given contemporary examples, such as antibiotic resistance, pest control and genetically modified organisms. The learning of evolution and associated concepts has, however, proven difficult for students regardless of study level, and thus, an important area for research is to find ways to facilitate understanding of the mechanisms of evolution. During the last decades, visualization gained increased interest in research on learning.

Our research explores animations as a means of learning natural selection. It might be argued that the Swedish public has a relatively high belief in evolution but this is not equivalent to a correct understanding of evolution per se. A belief in evolution does, for example, not help us understand why precautions with antibiotic usage are of utmost importance. The purpose of this project is to provide scientifically valid information on how to make threshold concepts of life science tangible for learners. Threshold concepts are fundamental for mastering a specific domain and typically cause a cognitive and ontological shift when grasped. Therefore, promoting such transformations is highly desired.

Publications

Fiedler, D., Sbeglia, G. C., Nehm, R. H., & Harms, U. (2019). How strongly does statistical reasoning influence knowledge and acceptance of evolution? Journal of Research in Science Teaching, 56(9), 1183–1206. https://doi.org/10.1002/tea.21547

Fiedler, D., Tröbst, S., Großschedl, J., & Harms, U. (2018). EvoSketch: Simple simulations for learning random and probabilistic processes in evolution, and effects of instructional support on learners’ conceptual knowledge. Evolution: Education and Outreach, 11, Article 15. https://doi.org/10.1186/s12052-018-0089-3

Fiedler, D., Tröbst, S., & Harms, U. (2017). University students’ conceptual knowledge of randomness and probability in the context of evolution and mathematics. CBE – Life Sciences Education, 16(2), Article ar38. https://doi.org/10.1187/cbe.16-07-0230

Göransson, A., Orraryd, D., Fiedler, D., & Tibell, L. A. E. (2020). Conceptual characterization of threshold concepts in student explanations of evolution by natural selection and effects of item context. CBE – Life Sciences Education, 19(1), Article ar1. https://doi.org/10.1187/cbe.19-03-0056

Harms, U. & Fiedler, D. (2019). Improving student understanding of randomness and probability to support learning about evolution. In: U. Harms & M. J. Reiss (Eds.), Evolution Education Re-considered (pp. 271–283). Springer International Publishing. https://doi.org/10.1007/978-3-030-14698-6_15

Tibell, L. A., & Harms, U. (2017). Biological principles and threshold concepts for understanding natural selection. Science & Education, 26(7–9), 953–973. https://doi.org/10.1007/s11191-017-9935-x

Persons involved

Prof. Dr. Ute Harms (PL), Dr. Daniela Fiedler

Prof. Dr. Lena Tibell (PL), Gustav Bohlin, Andreas Göransson, Gunnar Höst, Daniel Orraryd, Dr. Konrad Schönborn (Departement of Science and Technology, Linköping Universoty)

Prof. Dr. Nalle Jonsson, Timo Ropinski