Science & Education

, Volume 19, Issue 6–8, pp 539–571 | Cite as

Current Status of Research in Teaching and Learning Evolution: II. Pedagogical Issues

  • Mike U. Smith


This is the second of two articles that address recent scholarship about teaching and learning about evolution. This second review seeks to summarize this state of affairs and address the implications of this work for the classroom by addressing four basic questions: (1) What is evolution?/What components of the theory are important at the introductory level? (2) Why do students and members of the public at large need to understand evolution? (3) What makes evolution difficult to teach and learn? and (4) What promising instructional approaches have been developed and tested? The paper will also focus on concerns about both the research designs and the measures used in this work. Based on this review, I will then propose a set of pedagogical implications and recommendations for the classroom instructor and call for studies to address specific gaps identified.


Natural Selection Conceptual Change Intelligent Design Evolutionary Explanation Biology Teacher 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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© Springer Science+Business Media B.V. 2009

Authors and Affiliations

  1. 1.Mercer University School of MedicineMaconUSA

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