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Utility of Context-Based Learning to Influence Teacher Understanding of Evolution and Genetics Concepts Related to Food Security Issues in East Africa

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Evolution Education Re-considered

Abstract

Utilizing methods from a current five-year, NSF-funded study, four instructional units involving the teaching and learning of genetics and evolution through context-based methods surrounding food security issues in Africa were developed and disseminated through teacher professional development . In these workshops, teacher participants learned to mimic the genetic mapping of the cassava plant by utilizing classroom exercises that demonstrate how scientists isolate DNA and determine sequencing of codons and the eventual mapping of genes and their expression of traits. The other three units focused on identifying mutation types and subsequent evolutionary changes that lead to diseases, utilizing gel electrophoresis to identify infected plants and genetic variation and utilizing scientific argumentation to propose long-term solutions involving gene therapy, GMOs and large-scale vector control. The teacher participants were assessed on their understanding of genetics and evolutionary concepts along with their beliefs and acceptance surrounding principles of biological evolution. Upon completion of professional development , the teachers participated in a focus group to determine if training had any impact on their understanding or acceptance of evolution and identify factors that influence teaching and learning of concepts related to evolution. Findings demonstrate that teachers in this study have deficiencies in content knowledge related to evolution and have mixed feelings as to their overall acceptance of key concepts in evolution. In contrast, the same participants exhibited strong content knowledge related to genetics and had little conflict with accepting the science related to the topic. Key outcomes of this work have the potential to inform and better prepare educators to teach and disseminate concepts concerning evolution and determine factors and variables that can affect teacher acceptance and teaching of evolution that can negatively impact learning outcomes of future students.

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Authors and Affiliations

  1. Elizabeth City State University, Elizabeth City, NC, USA

    Timothy A. Goodale

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  1. Timothy A. Goodale
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Correspondence to Timothy A. Goodale .

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Editors and Affiliations

  1. IPN - Leibniz Institute for Science and Mathematics Education at Kiel University, Kiel, Germany

    Ute Harms

  2. Institute of Education, University College London, London, UK

    Michael J. Reiss

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Goodale, T.A. (2019). Utility of Context-Based Learning to Influence Teacher Understanding of Evolution and Genetics Concepts Related to Food Security Issues in East Africa. In: Harms, U., Reiss, M. (eds) Evolution Education Re-considered. Springer, Cham. https://doi.org/10.1007/978-3-030-14698-6_8

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  • DOI: https://doi.org/10.1007/978-3-030-14698-6_8

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-14697-9

  • Online ISBN: 978-3-030-14698-6

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