Teacher and evaluation of one mind. MAKE ESSAY
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Teaching Evolution and the Affective Domain
This summary was compiled by Karin Kirk, SERC, and is drawn from the sources referenced below.
View looking northeast from the Yavapai Observation Station on the South Rim of Grand Canyon National Park.
View looking northeast from the Yavapai Observation Station on the South Rim of Grand Canyon National Park.
Few topics engage the multifaceted challenges of the affective domain as much as evolution does. From the faculty point of view, teachers may be frustrated by judicial, political and social pressures against the teaching of evolution that seem poised to undermine the science. Meanwhile students may be faced with the difficult decision to "believe" in the science or to maintain their faith in another interpretation.
There is no shortage of information written about the teaching of evolution. Upon review, some useful themes for addressing the affective domain while teaching emerge.
Understand and be respectful of where the students are coming from. Teaching evolution should not make students with religious beliefs feel that their beliefs are wrong. Teachers should make a clear distinction between the roles of science and religion; the two need not be in conflict.
Be clear about your role as a faculty member. Is your goal simply to teach the science or to change students' personal beliefs?
Evolution Site Guide - an index to all SERC materials for teaching about evolution
Employ active learning techniques. Students will be more receptive to controversial topics if they have an active learning experience. A lecture-only, authoritative approach will do little to encourage students to have an open mind.
Many of the references below recommend teaching science as a process, rather than a finalized "truth." Students should come to understand the ways that scientists formulate and test ideas, how science can resolve events that happened long ago, and how critical thinking plays a role in science.
Even if there is political, social, departmental or parental pressure against the teaching of evolution, it is imperative that frustrations about that be left outside the classroom. While teaching a controversial topic it is especially important to maintain a classroom atmosphere that is positive, open and encouraging.