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Journal Article

Educational potential of teaching evolution as an interdisciplinary science

MPS-Authors
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Hanisch,  Susan       
Department of Comparative Cultural Psychology, Max Planck Institute for Evolutionary Anthropology, Max Planck Society;

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Eirdosh,  Dustin       
Department of Comparative Cultural Psychology, Max Planck Institute for Evolutionary Anthropology, Max Planck Society;

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https://edarxiv.org/7md3v/
(Preprint)

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Citation

Hanisch, S., & Eirdosh, D. (2020). Educational potential of teaching evolution as an interdisciplinary science. Evolution: Education and Outreach, 13(25). doi:10.1186/s12052-020-00138-4.


Cite as: https://hdl.handle.net/21.11116/0000-0008-2D12-2
Abstract
Evolution education continues to struggle with a range of persistent challenges spanning aspects of conceptual understanding, acceptance, and perceived relevance of evolutionary theory by students in general education. This article argues that a gene-centered conceptualization of evolution may inherently limit the degree to which these challenges can be effectively addressed, and may even precisely contribute to and exacerbate these challenges. Against that background, we also argue that a trait-centered, generalized, and interdisciplinary conceptualization of evolution may hold significant learning potential for advancing progress in addressing some of these persistent challenges facing evolution education. We outline a number of testable hypotheses about the educational value of teaching evolutionary theory from this more generalized and interdisciplinary conception.