Design of an interdisciplinary active practice for the introduction to molecular evolution through analogies
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DOI
https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2024.v21.i1.1204Info
Authors
- Jesús Gómez Ochoa de Alda (ES) Departamento de Didáctica de las Ciencias Experimentales y las Matemáticas, Facultad de Formación del Profesorado, Universidad de Extremadura. Cáceres, España. https://orcid.org/0000-0002-4688-2470
- José María Marcos-Merino (ES) Departamento de Didáctica de las Ciencias Experimentales y las Matemáticas, Facultad de Educación y Psicología, Universidad de Extremadura. Badajoz, España. https://orcid.org/0000-0003-0773-2899
- Rocío Esteban Gallego (ES) Departamento de Didáctica de las Matemáticas y de las Ciencias Experimentales, Facultad de Educación, Universidad de Salamanca. Salamanca, España.
Abstract
Research in science education supports the need to teach biological evolution from the end of Primary Education. Improving teacher training in this area and compelling and engaging educational resources are necessary to achieve this goal. This study describes a teaching intervention that uses analogies between biological evolution and language changes over time to help students understand various basic concepts of molecular evolution. These concepts include homology, mutation, processes of heredity, variation, and selection, as well as the construction and interpretation of evolutionary relationships in phylogenetic trees. The study results show that this teaching approach improves students' understanding of biological evolution and overall perception of the activity. Students (143 pre-service teachers) reported experiencing more positive and fewer negative emotions and had a positive view of the intervention concerning their future profession. The study also found significant associations between students' emotions, subjective value, and final achievement. These associations can be considered when using analogies to enhance science teaching.
Keywords: Analogies; Evolution; Initial teacher training; Primary Education; Affective domain
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Copyright (c) 2024 Jesús Gómez Ochoa de Alda, José María Marcos-Merino, Rocío Esteban Gallego
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