This article aims to provide evolution educators with a short review of current discourse in evolution science and a conceptual clarification of core concepts in evolutionary theory, in the service of promoting deeper and transferable understanding of these concepts in evolution education.
Behavioral science is increasingly considered foundational for addressing various sustainable development challenges. Behavioral change and action competence have also become important goals in Education for Sustainable Development (ESD), complementing and interacting with other educational goals such as the development of sustainability-relevant knowledge, skills, values, and attitudes. We argue that these interconnected learning goals of ESD can be advanced by integrating interdisciplinary behavioral science concepts, methods, and insights into the design of curricula, learning environments, and processes for participatory whole-school approaches. Specifically, we highlight the role of metacognitive competency in self-directed individual and collective behavior change and we present our educational design concept for teaching human behavior as an interdisciplinary theme in ESD.
The Human Evolution Teaching Materials Project (HETMP) provides resources for middle and high school educators to facilitate the inclusion of human evolution into existing science curricula. HETMP was designed to help teachers generate 3D models of hominin fossil crania and provide accompanying lesson plans, increasing access to
‘hands-on’ learning materials.
Human Evolution Teaching Materials Project Read More »
Eine Reihe von Experimenten mit Kindern und Schimpansen, um ihre Fähigkeit und Motivation für Kooperation in gemeinsamen Aktivitäten zu erforschen
Kooperative Aktivitäten mit Kindern und Schimpansen Read More »
This review and commentary on psychologist Edward Wasserman’s As if By Design provides a brief overview of the core argument from Wasserman, and discusses the implications for evolution science educators and students.
Evolutionary concepts are used, with varying and arguable degrees of scientific utility, across a wide range of disciplines. This contribution explores how understanding the structures of knowledge, or the organization of facts and generalizations in science, cognition, and education, may help illuminate the educational potential and evidence-informed pedagogical practices appropriate for teaching about the interdisciplinary application of evolutionary concepts.
Curriculum Overload is a complex phenomena in which schools face challenges in creating adaptive learning environments for students.
Curriculum Overload – Improvement Read More »
In dieser Unterrichtseinheit analysieren Schüler:innen ein reales sozial-ökologisches System, um Lösungsvorschläge für eine nachhaltige Bewirtschaftung des Systems herzuleiten.
Analyse sozial-ökologischer Systeme Read More »
Gestalten Sie die Zukunft der Bildung mit uns!
