Evolution is a core concept of biology, and yet many college biology students do not accept evolution because of their religious beliefs. However, we do not currently know how instructors perceive their role in helping students accept evolution or how they address the perceived conflict between religion and evolution when they teach evolution.…

Understanding genetic drift is crucial for a comprehensive understanding of biology, yet it is difficult to learn because it combines the conceptual challenges of both evolution and randomness. To help assess strategies for teaching genetic drift, we have developed and evaluated the Genetic Drift Inventory (GeDI), a concept inventory that measures…

A complete understanding of life involves how organisms are able to function in their environment and how they arise. Understanding how organisms arise involves both their evolution and development. Thus to completely comprehend living things, biology must study their function, development and evolution. Previous proposals for standardized…

Understanding students' thinking about scientific theories is fundamental to the development of effective instructional strategies designed to foster scientific literacy. We conducted a study to determine student acceptance of important biological theories and to explore the relationships between their acceptance of scientific theories and their…

An anonymous survey instrument was used for a ten year study to gauge college student attitudes toward evolution. Results indicate that students are most likely to accept evolution as a historical process for change in physical features of non-human organisms. They are less likely to accept evolution as an ongoing process that shapes all traits…

Previous research has demonstrated creationist, Lamarckian, and teleological reasoning in high school and college students. These lines of thinking conflict with the Darwinian notion of natural selection, which serves as the primary catalyst for biological evolution. The current study assessed evolutionary conceptions in non-science majors,…

The Measure of Acceptance of the Theory of Evolution (MATE) instrument was initially designed to assess high school biology teachers' acceptance of evolutionary theory. To determine if the MATE instrument is reliable with university students, it was administered to students in a non-majors biology course (n = 61) twice over a 3-week period.…

Constructs an evolutionary sequence to account for the diversity of ion pumps found today. Explanations include primary ion pumps in bacteria, features and distribution of ATP-driven pumps, preference for cation transport, and proton pump reversal. The integrated evolutionary hypothesis should encourage new experimental approaches. (DH)

Discusses various bioethical issues and problems related to animal welfare and animal rights. Areas examined include: Aristotelian views; animal welfare legislation; Darwin and evolutionary theory; animal and human behavior; and vegetarianism. A 14-point universal declaration of the rights of animals is included. (JN)

Recent developments in molecular biology and new interpretations of the fossil record are gradually altering and adding to Charles Darwin's theory, which has been the standard view of the process of evolution for 40 years. Several of these developments and interpretations are identified and discussed. (JN)

Immediately following a lecture discussion on early hominid characteristics and behavior, students participate in a laboratory study of bipedal locomotion based on an analysis of footprints. The development and use of this simulation are described. (JN)

Explores various theories for the extinction of the great Ice Age mammals and Homo neanderthalensis. Presents an activity in which students research evidence for and against the various hypotheses, then meet in class to discuss the merits of each. (Author/ASK)

Describes an interdisciplinary, lecture/laboratory course titled "Origins of Life." Includes rationale for the course, course objectives, course outline, list of developed laboratories, and results of course evaluation. (JN)

Examines various aspects of and issues related to falsifiability, a standard criterion for identifying true scientific systems. Also proposes a simple new standard for evaluating a scientific theory. (JN)

Suggests ways to overcome the perception by some people that plants are less understood and interesting than invertebrates or vertebrates. Describes the specialization of reproductive systems and the development of plant-animal interactions to help raise the awareness level of the fossil record of plants. (RT)