We actively publish our scientific outputs in peer reviewed journals in evolution education, science education, and the interdisciplinary human sciences. Below is a selection of recent publications.
Our Teacher's Guide
One of the core educational opportunities provided by evolution, behavior and sustainability sciences is the rich interdisciplinary nature of their core concepts, principles, methods, and skills.
How can you engage your students in understanding these concepts and developing these skills?
Our creative commons teacher’s guide is a great place to start! Providing a fun and easy read, the guide will walk you through the big picture of current scientific thinking across evolution, behavior and sustainability science, in ways that are relevant for students of all ages, across traditional school subjects.
The guide provides you with a foundation for using the wealth of resources from our sister-project, GlobalESD.org, to begin designing lessons or units that work for you and your students.
The teacher’s guide is an evolving document – so please, contact us, if you have ideas, comments, questions, or feedback of any kind. We are available to think with you about how to implement ideas from the guide in your school and classroom.
Why human behavior is at the center of education and learning
Watch OpenEvo co-founder, Dustin Eirdosh deliver a TEDx talk on teaching human behavior as an interdisciplinary theme.
Our blog posts and articles
Educational sciences have long be informed by discussions in the evolutionary sciences, so why don’t teacher education programs (or whole school communities) explore these fascinating big questions on the nature of humans, learning, and schooling?
Evolution has a public relations problem. Not the well-known problem of evolution acceptance on religious grounds, but rather one which also includes secular and scientific communities. This is the problem of accepting the relevance of evolutionary theory for understanding the human condition.
There is an important link between Nobel Laureate Elinor Ostrom’s scientific work on collective action, and emerging perspectives in the evolutionary human sciences, such that this work may also have significant import for how we teach evolution science itself.
One of the “holy grails” of education is to develop in students the ability to transfer their prior learning to new contexts and, most importantly, to the world and their lives outside of the classroom. How educators and scientists think about evolution may relate to how we achieve (or not) this elusive goal of learning that transfers.
This article explores the relationship between the scientific and vernacular use of the evolution concept as it relates to individual and social learning processes. We argue that the systematic exploration of learning as an evolutionary process, and evolution as a learning process holds untapped educational potential, a potential that is hampered by systemic conceptual biases among mainstream evolution educators.