Background
While recent research indicates that using human examples can be an engaging way to teach core evolutionary concepts such as natural selection and phylogenetic thinking, teachers still face potential conflicts and challenges that arise from cultural barriers to teaching and learning about evolution. The “Teaching Evolution through Human Examples” (TEtHE) project developed (1) a set of four curriculum mini-units for advanced placement (A.P.) biology that use human examples to teach evolutionary principles (Adaptation to Altitude, Evolution of Human Skin Color, Malaria, and What Does It Mean To Be Human?), and (2) a cultural and religious sensitivity (CRS) teaching strategies resource that includes background materials and two in-class activities to help teachers create a classroom environment to increase student willingness to engage the topic.MethodsThis paper reports on the development and field test of the TEtHE materials in A.P. biology classes in 10 schools in 8 states during the 2012–2013 school year using a design-based research framework (cf. Anderson and Shattuck in Educ Res 41:16–25, 2012). We chose A.P. classrooms to study the potential impacts of the materials in a “best case scenario” and analyzed data about understanding and acceptance of evolution from pre-post assessments in the 10 classrooms separately to mitigate potential validity concerns arising from the design (Anderson and Shattuck in Educ Res 41:16–25, 2012; Shadish et al. in Experimental and quasi-experimental designs for generalized causal inference. Houghton Mifflin, Boston, 2002). These data were treated as a secondary source of formative data to add additional perspective to teacher self-reports, observations, student and teacher questionnaires, teacher interviews, and student focus groups.ResultsResults indicate that the use of the three curriculum mini-units which focus on natural selection and the CRS classroom activities generally increased A.P. biology students’ understanding and acceptance of evolution. Students whose teachers used one of the CRS activities showed generally larger increases in understanding of evolution than those whose teachers did not use one of the CRS activities.ConclusionsAlthough the utility of using human examples to teach evolution in college-level classes has been demonstrated in a few previous studies, this is the first national project of which we are aware to systematically explore the effect of a similar approach in high school biology classes. While we recognize that the results may be mitigated by the limitations of design-based research, particularly the absence of a comparison or control group, the general effectiveness of this approach suggested by qualitative and quantitative data in increasing student understanding and acceptance of evolution suggests that using human examples and explicitly creating a classroom environment to help students engage the topic of evolution are worth considering for further development and more robust testing.
