Download The teaching of evolution in primary schools

Nicholson, Caroline
The teaching of evolution in primary schools
Nicholson, Caroline, (2009) "The teaching of evolution in primary schools" from Primary Science 107
(Mar/Apr) pp.13-15, Hatfield: Association for Science Education ©
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Caroline Nicholson looks at why
we should and how we could teach
evolution
to younger
Nothing in biology makes sense except in
light of evolution. (Dobzhansky, 1973)
Why teach evolution in
primary schools?
As evolution is one of the
cornerstones of modern science
thinking, you would expect that
Darwin's theory would feature
highly in any science curriculum.
But at present in England, the
term 'evolution' is not introduced
into the National Curriculum
until key stage 4 (ages 14-16). So
formal teaching of evolutionary
theory is not a requirement until
late in secondary school, and only
then in the most general terms.
The National Curriculum does
provide a logical progression
towards the concepts that
constitute evolutionary theory
throughout the key stages,
beginning with variation and
classification in key stage 1 (ages
5-7) and building up to inheritance in key stage 3 (ages 11-14).
But this progression
underestimates young children's
curiosity and their ability to
understand the more explicit
parts of the theory; in some cases
it may leave it too late for
children to discover them at all.
In this article, I argue the case for
children being taught
evolutionary theory in primary
schools and will give some
suggestions as to how it might fit
into the current curriculum, as
well as what the content of such
lessons might include.
One of the most important
reasons for giving children an
understanding of the theory of
children
evolution is that it helps to create
a scientifically literate
population. But perhaps a major
flaw in evolution education is
that, by the time children are
supposed to be learning about
the theory, many are already
turned off by science. It has been
well documented (Osborne, 1999;
Osborne and Collins, 2001;
Osborne, Simon and Collins,
2003) that children's interest in
science decreases as they get
older, which is a good reason to
teach it in primary schools while
they are still enthused and
excited by science and such a
topic can only add to this.
With the current public interest
in the topic, children are being
constantly exposed to ideas about
evolution through television
programmes, films, visits to
science museums etc., and hence
they cannot fail to begin to form
their own ideas. Several studies
have been carried out to find out
what ideas children have about
evolution before they are given
any formal instruction on the
topic (Deadman and Kelly, 1978;
Kargbo, Hobbs and Erickson,
Darwin's theory of evolution
can be used in primary schools
as a perfect example of how
good science works.
---
I
~I
Curriculum for key stages 1 and
2 (ages 5-11). These are:
learning about evolution is
fun. It appeals to children's
natural sense of curiosity
• adaptation, including
camouflage;
only be able to gain some
understanding that the Earth is
very ancient. Also, both children
and adults often see extinction as
failure, so it should be explained
that 99% of the species that have
existed on the planet are now
extinct and that as conditions
change extinction is the eventual
fate of all species.
Teachers also need to be careful
about language use, avoiding
anthropomorphic short-hand and
paying particular attention to
how they define adaptation, as
this is often only described in
terms of an individual organism
adapting to conditions in its
lifetime and not as adaptation
throughout generations.
As with all topics, it is
important to start by finding out
what the children already know
(for example by way of a concept
map) and plan work accordingly.
What follows are some ideas for
the kinds of activity that could be
done.
In Beyond 2000: science
education for the future, Millar and
Osborne (1999) recommend that
one of the key methods used to
develop children's understanding
of science from age 5 to 16 should
be through stories about how
important ideas were first
developed and became
established and accepted. The
story behind the theory of
evolution is a fascinating one that
would convey to children the
importance of Darwin's work.
Children could follow the voyage
of the Beagle and the amazing
animals Darwin came across.
Stories could also be used to help
children understand such topics
as the age of the Earth and
extinction through explanation of
the dinosaurs. Work on dinosaurs
and fossils could involve the
children making their own fossils
• variation;
• habitats and ecosystems;
• reproduction and heredity.
The only additional protoconcepts that would need to be
taught before the theory of
1980; Engel Clough and Woodevolution could be introduced
Robinson, 1985;Wood-Robinson,
would be the concepts of
1994).These studies have shown
geological time and species, as
that children's ideas often relate
these played a crucial role in the
to the Lamarckian theory of
development of Darwin's ideas.
inheritance of acquired
The geological time span would
characteristics (e.g. if a dog's leg
need to cover extinctions
is lost in an accident, its offspring (perhaps through the study of
will also be missing a leg) and
dinosaurs and fossils) and
anthropomorphisms (e.g. arctic
continental drift (perhaps
foxes evolved thicker fur because through the study of
they were determined to stay
earthquakes). The species
alive). Brumby (1984) points out
concept might be difficult for
that among medical students
children to understand but could
early misconceptions about
be simplified and discussed in
evolution persisted even in the
relation to groups of animals,
face of prolonged instruction.
plants or microorganisms that
There could therefore be an
can reproduce.
argument for addressing these
Once the proto-concepts have
misconceptions in primary
been covered, natural selection
school, before they get a chance
could be introduced towards the
to become established.
end of key stage 2 as the superior
Darwin's theory of evolution
survival and reproduction of
can also be used in primary
organisms (either of the same
schools as a perfect example of
how good science works. Darwin species or different species) that
are best suited to their current
used his observations from
environments. Then the actual
nature to formulate a theory and
theory of evolution could be
then gathered a large amount of
introduced as the theory that all
evidence to support this before
life forms on the planet today are
holding it up to public scrutiny.
He was also not afraid to listen to descended from a common
ancestor and that the means by
criticisms of his theory and
which this has occurred is
accepted that some of it might
natural selection acting on
change in light of future
variation.
research.
Finally, learning about
How could evolution be
evolution is fun. It appeals to
taught?
children's natural sense of
Smith et al. (1995) have described
curiosity as can be seen from the
some of the concepts that
excitement caused by topics such
students of all ages
as dinosaurs or fossils.
struggle with when
What could be taught?
learning about
The story behind the theory of
evolution; some of
In 1994, Jeffery and Roach
these would need to
carried out an investigation into
evolution is a fascinating one
'evolutionary proto-concepts' found be considered when
teaching the topic in
in pre-high school textbooks in
that would convey to children
primary schools. For
America. They defined
evolutionary proto-concepts as
example, the fact
the importance of Darwin's
'topics that prepare students to
that the Earth is 4.6
work.
study evolution in later years'.
billion years old is a
Many of these proto-concepts are difficult concept to
already in the National
grasp; children may
14
environment to investigate these. References
Brumby, M. N. (1984) Misconceptions
The first observation was that
about the concept of natural
more offspring are produced
selection by medical students.
than can ever survive. Children
Science Education, 68, 493-503.
might find evidence to support
Deadman, J. A. and Kelly, P.J. (1978)
this from looking at frogspawn,
What do secondary school boys
conkers or butterfly eggs.
understand about evolution and
Darwin's second observation was
heredity before they are taught the
that individuals of the same
topics? Journal of Biological
Education, 12, 7-15.
species vary. For this, children
could make observational
Dobzhansky, T. (1973) Nothing in
biology makes sense except in light
drawings (a method of recording
of evolution. American Biology
favoured by Darwin) of flowers
Teacher, 35, 125-129.
or snail shells. Looking at the
Engel Clough, E. and Wood-Robinson,
shells of the banded
C. (1985) Children's understanding
snail would cover
of inheritance. Journal of Biological
Darwin's
Education, 19, 304-310.
observation
that,
it is too fundamental to miss
Jeffery, K. R. and Roach, L. E. (1994) A
although varia tions
study of the presence of
out and to do so risksdenying within a species are
evolutionary protoconcepts in presome are
high school textbooks. Journal of
children the magnificent view random,
more beneficial than
Research in Science Teaching, 31,
507-518.
of the world around them that others. Banded
snails have a
D. B., Hobbs, E. D. and
an understanding of evolution number of varieties Kargbo,
Erickson, G. L. (1980) Children's
beliefs about inherited
and, depending on
can bring
characteristics. Journal of Biological
the habitat, one
Education, 14,137-146.
variety is usually
MacKenzie, M. (1999) Jurassic park
more common than
lives on in a key stage 2 classroom.
revolution the darker variety
the others due to the level of
Primary Science Review, 57, 6-7.
began to gain dominance and if·
camouflage. Back in the
Millar, R. and Osborne, J. (1998)
was assumed that this was
classroom, Darwin's final
Beyond 2000: science education for
because soot on the lichen now
observation, that these variations
the future. London: King's College
meant the darker variety was
are heritable, could be
London.
better camouflaged. Kettlewell
investigated (if not already
Osborne,
J. (1999) All fired up. New
tested this hypothesis and
covered in topics such as
Scientist, 2180, 52.
showed that this was indeed a
'ourselves') by asking children to
Osborne, J. and Collins,S. (200n
case of natural selection in
bring in photographs of relatives
Pupils' views of the role and value
action.
and picking out similarities.
of the science curriculum: a focusAnother way of teaching about
group study. International Journal
natural selection could be to ask
Conclusion
of Science Education, 23,441-467.
children to create their own
Any teacher who did teach the
Osborne, J., Simon, S. and Collins,S.
virtual variant of a species in a
theory of evolution would need to
(2003) Attitudes towards science: a
population that has been
review of the literature and its
be confident in their subject
subjected to some kind of
implications. International Journal
knowledge to avoid introducing
environmental change. For
of Science Education, 25, 1049any of the common
example, they could be told that
1079.
misconceptions, but this could be
a number of mice have stowed
Smith, M. U., Siegel, H. and
rectified with 'in house' training.
themselves away on a ship and
Mcinerney, J. D. (1995)
Foundational issues in evolution
Some primary school teachers will
when the ship stops they find
education. Science and Education,
themselves on a mysterious
still believe that the theory is too
4.23-46.
island, much hotter than they are complicated for the children in
Wood-Robinson, C. (1994) Young
used to and with several groundtheir class to understand.
people's ideas about inheritance
dwelling predators: how might
However, I believe it is too
and evolution. Studies in Science
the mice adapt to their new
fundamental to miss out and to do
Education, 24, 29-47.
environment over several
so risks denying children the
thousand years?
magnificent view of the world
Children could also learn about
around them that an
Darwin's method by becoming
Caroline Nicholson is currently working
understanding of evolution can
natural historians themselves.
within the NHS. At the time of writing she
bring: an understanding that, in
Darwin based his theory on a
was studying for a PGCEat Exeter University.
my opinion, we should all be doing
number of observations and
children could use their school
our best to help children achieve.
using shells and clay or trapping
objects in amber using the recipe
from MacKenzie (1999).
Children could be taught about
natural selection through the use
of examples such as Kettlewell's
experiments with the peppered
moth. The peppered moth has
two variants, one light coloured,
the other dark. Before the
industrial revolution, the lightcoloured variety was most
common, camouflaged as it was
against the lichen it usually
rested on. After the industrial
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