Playing with Dragons: A ludic experience as an introduction to phylogenetic concepts in biodiversity teaching
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DOI
https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2020.v17.i1.1201Info
Authors
- Pablo Adrián Dinghi (AR) Universidad de Buenos Aires https://orcid.org/0000-0002-2895-0863
- Noelia Verónica Guzmán (AR) Universidad de Buenos Aires https://orcid.org/0000-0002-8268-9125
- Daniela Soledad Monti (AR) Universidad de Buenos Aires https://orcid.org/0000-0003-2579-3767
Abstract
The aim of the present paper is to introduce students to tree-thinking through a ludic activity. Phylogenetic trees are the appropriate way to explain biodiversity under the theoretical framework of current evolutionary hypothesis and they should take a central place in public undestanding of evolution. Misinterpretation of phylogenies plus the unavailability of didactic material in Spanish for teachers ends up in the reproduction of misunderstandings on the evolutionary theory. The combination of these errors with epistemological problems of evolutionary theories learning, generates even more confusion in these subjects. The ludic activity as a learning process provides powerful tools when it comes to acquiring concepts that require abstraction in contents. Educational natural science games, both classical and modern approaches as Game-based learning theory, provide a sense of achievement to players/apprentices and they improve knowledge acquisition. In this context, the activity proposed here invites students to think under the scientific method and also it allows them to assimilate abstract concepts by the resolution of evolutionary riddles. This activity gives the concepts to introduce scholars to the study of evolutionary processes, and the diversity of life on Earth under the current educational paradigms.
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