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The development of evolutionary theory since Darwin – Teaching advice
Teaching advice
The development of evolutionary theory since Darwin
Since Darwin formulated his theory of evolution, a great number of scientific insights and
discoveries have been made, which build on and complement each other, opening up new
perspectives in evolutionary biology. The theory of evolution has been extended and
enhanced continuously.
The teaching material “The development of evolutionary theory since Darwin” presents a
selection of important milestones concerning the development of evolutionary theory.
Therefore it is especially suitable – subsequent to a teaching sequence on evolution – to
summarize the main findings along a time bar (reproduction) and to cross-link these findings
in a concept map (integration / cross linking of knowledge). Because of the complexity of the
teaching unit, it is especially appropriate for teaching evolution at higher grades.
However, independent of the whole unit, materials on single time periods can also be used in
lower grades. The first part of the material for example – the period of ‘Darwinism’ – can be
used in conjunction with the animation movie “Darwin on the evolution trail”
(www.evolution-of-life.com) in the context of “evolutionary development”, which is
obligatory in grades 5-9 in German secondary schools.
The teaching unit comprises materials for 6 periods, each presenting the discoveries and
contributions to evolutionary theory in the course of time. At the same time, the students gain
insight into the methods of scientific research and inquiry as well as the interdisciplinary
cooperation of researchers (findings in physics, chemistry, biology, etc.).
This teaching unit is based on the jigsaw-method. The time from Darwin until today is
subdivided into 6 periods, each being the subject matter studied by individual groups. In the
basic groups, the students work independently on the cloze texts concerning the findings of
the different periods, which are subsequently elaborated in detail in the expert groups.
Afterwards, the different experts return to their basic groups and work jointly on the time bar
and the concept map (see structure of the lesson). The time bar and the concept maps can be
discussed in the whole group.
Filling in the cloze texts and working on the time bar and the concept map will take about 2 x
90min.
The exercise supports the enhancement of different competencies of the pupils (examples):
Specialized knowledge:
Knowledge on evolution, which has been acquired before, needs to be reproduced and
presented in an historical context.
Scientific inquiry:
The methods of scientific inquiry are presented in authentic historical contexts and the unit
emphasizes making interdisciplinary connections between scientific findings is (collecting
evidence, observing, testing hypotheses, experiments, etc.).
Communication:
The jigsaw-method fosters the students’ ability to search for information and communicate
with classmates.
www.evolution-of-life.com
Marcus Hammann (corresponding author)
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The development of evolutionary theory since Darwin – Teaching advice
Structure the lessons (for 24 students):
1. Composition of basic groups (each group consists of 6 students) (ca. 45min.)
 Make materials 1-6 available for each group and prepare 1 time bar poster per
group
Darwinism 1859-1882
Neo-Darwinism 1883-1907
Neo-Darwinism and Population Genetics 1908-1930
Evolutionary Synthesis 1930-1950
Enhanced Evolutionary Synthesis since 1950 (Part 1)
Enhanced Evolutionary Synthesis since 1950 (Part 2)
 Single work, work on the cloze texts (Exercise 1)
2. Work in expert groups (ca. 45min.)
 Comparison of the cloze texts
 Work on exercise 2 – Questions on the cloze texts (Group work)
 Work on exercise 3 – ‘Milestone’-cards (Single work)
3. Work in basic groups (ca. 45min.)
 Work on exercise 4 – Time bar
 Work on exercise 5 – Concept-Map
4.
Presentation of the results in the whole group
www.evolution-of-life.com
Marcus Hammann (corresponding author)