Academic Publications and Media
We actively publish our scientific outputs in peer reviewed journals in evolution education, science education, and the interdisciplinary human sciences.
We are also committed to advancing open science practices in educational design research, and feature our most current preprints as well as general audience science communications media below.
Other Media and Science Communications
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.
Frontiers for Young Minds
Our lab has produced one Frontiers for Young Minds article, as well as facilitated the Youth Review of another.
Our blog posts and articles
We have written a range of articles for general audiences interested in issues of evolution, behavior, and sustainability science education.
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.