Teaching the Process of Molecular Phylogeny and Systematics: A Multi-Part Inquiry-Based Exercise

Three approaches to molecular phylogenetics are demonstrated to biology students as they explore molecular data from Homo sapiens and four related primates. By analyzing DNA sequences, protein sequences, and chromosomal maps, students are repeatedly challenged to develop hypotheses regarding the ancestry of the five species. Although these exercises were designed to supplement and enhance classroom instruction on phylogeny, cladistics, and systematics in the context of a postsecondary majors-level introductory biology course, the activities themselves require very little prior student exposure to these topics. Thus, they are well suited for students in a wide range of educational levels, including a biology class at the secondary level. In implementing this exercise, we have observed measurable gains, both in student comprehension of molecular phylogeny and in their acceptance of modern evolutionary theory. By engaging students in modern phylogenetic activities, these students better understood how biologists are currently using molecular data to develop a more complete picture of the shared ancestry of all living things

Enterocolitis necrotizante en recién nacidos ingresados en el Servicio de Neonatología del Hospital Escuela "Carlos Roberto Huembes" en el período comprendido de Enero 2011 a Diciembre 2013

La enterocolitis necrotizante en el recién nacido presenta un amplio espectro de manifestaciones clínicas, caracterizándose principalmente por la tríada de distensión abdominal, sangramiento gastrointestinal y neumatosis intestinal. A pesar del avance en el cuidado intensivo neonatal, persiste como una enfermedad grave, que afecta habitualmente al recién nacido pretérmino, especialmente de muy bajo peso

Students' perceptions of the nature of evolutionary theory

This study explored how some college students understand the nature of the theory of evolution and how they evaluate its scientific status. We conducted semistructured interviews with 15 college biology seniors in which we asked them to explain why they think evolution assumes the status of a scientific theory, how it compares to other scientific theories, and what criteria do they use to determine if an explanation is scientific or not. Students' responses encompassed five themes that include evidence, certainty, experimentation, method of theory generation, and prediction. Those themes focused on the theory's empirical dimension which seemed to be derived from a generic and simplistic model of physical science theories that valued direct evidence. Demanding that evolutionary theory conform to this model reveals a misunderstanding of its nature. This misunderstanding was expressed in relation to aspects of methodology, explanation, and prediction. The findings underscore the need for using explicit discipline- and context-specific approaches to teaching and learning about scientific theories. © 2005 Wiley Periodicals, Inc.Abd-El-Khalick F., 2001, J SCI TEACHER ED, V12, P215, DOI DOI 10.1023-A:1016720417219; Abd-El-Khalick F, 2000, INT J SCI EDUC, V22, P665, DOI 10.1080-09500690050044044; Abd-El-Khalick F, 2000, J RES SCI TEACH, V37, P1057, DOI 10.1002-1098-2736(200012)37:101057::AID-TEA33.0.CO;2-C; ALEIXANDRE MJ, 1992, INT J SCI ED, V14, P51; American Association for the Advancement of Science, 1990, SCI ALL AM; Anderson DL, 2002, J RES SCI TEACH, V39, P952, DOI 10.1002-tea.10053; Bartholomew H, 2004, SCI EDUC, V88, P655, DOI 10.1002-sce.10136; BISHOP BA, 1990, J RES SCI TEACH, V27, P415, DOI 10.1002-tea.3660270503; Brem SK, 2003, SCI EDUC, V87, P181, DOI 10.1002-sce.10105; Brickhouse N. W., 2002, SCI ED, V11, P573, DOI 10.1023-A:1019693819079; Cartwright N., 1983, HOW LAWS PHYS LIE; CLOUGH M, 1995, AM BIOL TEACH, V5, P401; Dagher ZR, 2004, INT J SCI EDUC, V26, P735, DOI 10.1080-0950069032000138806; Dagher ZR, 1997, J RES SCI TEACH, V34, P429, DOI 10.1002-(SICI)1098-2736(199705)34:5429::AID-TEA23.0.CO;2-S; Driver R., 1996, YOUNG PEOPLES IMAGES; Duschl R. A., 1990, RESTRUCTURING SCI ED; Elgin M, 2003, PHILOS SCI, V70, P1380, DOI 10.1086-377415; Ferrari M, 1998, INT J SCI EDUC, V20, P1231, DOI 10.1080-0950069980201005; Fysh R., 1998, RES SCI EDUC, V28, P399, DOI 10.1007-BF02461507; Ghiselin Michael T., 1997, METAPHYSICS ORIGIN S; GIBBS A, 1992, AM BIOL TEACH, V54, P137; DEMASTES SS, 1995, SCI EDUC, V79, P637, DOI 10.1002-sce.3730790605; Griffiths A. K., 1995, SCH SCI MATH, V95, P248, DOI DOI 10.1111-J.1949-8594.1995.TB15775.X; JACKSON D, 1995, J RES SCI TEACH, V34, P93; Khishfe R, 2002, J RES SCI TEACH, V39, P551, DOI 10.1002-tea.10036; Leach J, 2003, SCI EDUC, V87, P831, DOI 10.1002-sce.10072; Lemke J. L, 1990, TALKING SCI; Mahner M., 1997, FDN BIOPHILOSOPHY; Matthews M., 2000, TIME SCI ED TEACHING; Mayr E., 1982, GROWTH BIOL THOUGHT; Mayr E., 2001, WHAT EVOLUTION IS; MCCOMAS W, 1909, NATURE SCI SCI ED RA, P3; McComas W. F., 1998, NATURE SCI SCI ED RA, P41; Meyling H., 1997, SCI EDUC, V6, P397, DOI 10.1023-A:1017908916810; National Academy of Sciences, 1998, TEACH EV NAT SCI; National Research Council, 1996, NAT SCI ED STAND; NORRIS S, 1995, J RES SCI TEACH, V22, P817; Osborne J, 2003, J RES SCI TEACH, V40, P692, DOI 10.1002-tea.10105; Passmore C, 2002, J RES SCI TEACH, V39, P185, DOI 10.1002-tea.10020; Root-Bernstein R., 1984, P64; Rose Steven, 1998, LIFELINES BIOL DETER; Roth WM, 1997, J RES SCI TEACH, V34, P145, DOI 10.1002-(SICI)1098-2736(199702)34:2145::AID-TEA43.0.CO;2-T; Rudolph JL, 2000, J CURRICULUM STUD, V32, P403, DOI 10.1080-002202700182628; Ruse M., 1988, PHILOS BIOL TODAY; RYAN AG, 1992, SCI EDUC, V76, P559, DOI 10.1002-sce.3730760602; Sandoval WA, 2003, J RES SCI TEACH, V40, P369, DOI 10.1002-tea.10081; Schwab J. J., 1962, TEACHING SCI, P1; Shipman HL, 2002, SCI EDUC, V86, P526, DOI 10.1002-sce.10029; Sinatra GM, 2003, J RES SCI TEACH, V40, P510, DOI 10.1002-tea.10087; Sober E., 1993, PHILOS BIOL; SOLOMON J, 1992, J RES SCI TEACH, V29, P409, DOI 10.1002-tea.3660290408; Stewart J, 2001, SCI EDUC, V85, P207, DOI 10.1002-sce.1006; Strauss A. L., 1987, QUALITATIVE ANAL SOC34323

Chapitre 46. L’enseignement de la théorie de l’évolution dans le secondaire : quelques enjeux didactiques

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