How to Teach the Hardy-Weinberg Principle Using Engaging, Non-Trivial Evolutionary Scenarios. Innovations

Autor/in	Wise, Michael J.
Titel	How to Teach the Hardy-Weinberg Principle Using Engaging, Non-Trivial Evolutionary Scenarios. Innovations
Quelle	In: Bioscene: Journal of College Biology Teaching, 44 (2018) 1, S.28-36 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-2422
Schlagwörter	Leitfaden; Unterricht; Lehrer; Teaching Methods; Evolution; Vignettes; Introductory Courses; Biology; Genetics; Population Trends; Science Instruction; Innovation; Problem Solving + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Einführungskurs; Biologie; Humangenetik; Bevölkerungsprognose; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Problemlösen
Abstract	As a foundational evolutionary concept, the Hardy-Weinberg principle should be taught enthusiastically in introductory biology courses. In a companion Perspectives paper, I made the case that students are often given limited or incorrect information on the HW principle due to a lack of mastery or confidence on the part of their teachers. The purpose of this Innovations paper is to identify where errors are most-often made in the set-up and solutions of HW problems. The centerpiece of this paper is a set of six biological scenarios to which students need to apply the HW principle to answer interesting evolutionary questions. I provide explanations for solving the problems (including Excel instructions with formulas to perform chi-square tests), and I identify several teachable moments that are likely to arise in the discussion of the solutions. The use of this problem set and the pedagogical strategy described in this paper significantly improved students' performance on HW problems in my introductory biology class, and I expect that they can benefit other teachers at least as much. [For the companion paper, see EJ1186047.] (As Provided).
Anmerkungen	Association of College and Biology Educators. Web site: http://acube.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01