We describe a National Science Foundation-funded project called ‘Evolution Readiness’ that used computer-based interactive models as well as hands-on activities to help fourth grade students learn Darwin’s model of natural selection as the process primarily responsible for evolution. The inclusion of ‘readiness’ in the title is important to keep in mind. A full understanding of evolution would require the acquisition of a detailed model of how information is encoded in DNA, interpreted in cells, and manifested in organisms and species.
To understand the evidence presented by the fossil record and its implications for evolutionary theory would require an appreciation of the immensity of geologic time as well as a substantive introduction to geology and paleontology. These topics are not easily accessible to ten-year-olds, but we have found that children can successfully perform virtual experiments that explore the connection between the interdependence of species and their remarkable adaptations and recognize the latter as arising gradually from small variations that affect reproductive success.
Working in three school districts, located in Texas, Missouri, and Massachusetts, we implemented a curriculum unit covering 16 class periods. In each state the elementary science standards include all the concepts we cover, but traditional curricula do not attempt to integrate these concepts or to use them to explain observations of the natural world. We compared students who had used our materials to a baseline cohort taught by the same teachers but exposed only to the traditional curriculum. The treatment students outscored the baseline students, demonstrating the feasibility of teaching young students the fundamental concepts behind the theory of evolution and thus preparing them to deepen their understanding when they next encounter the topic.
