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Online Course for Teachers: Teaching Evolution

About this Course 

SESSION 6

SESSION 6: How Can You Address Student Misconceptions about Evolution?

Elaborate Part A: Ms. Havlik's Strategies

Marilyn Havlik's 9th grade biology class in Chicago simulates what happens to the gene pool of a population over time.

Image of Marilyn Havlik

Read the background information on Ms. Havlik's class and school.

Watch "Teaching Evolution Case Studies: Marilyn Havlik" to observe the misconceptions students have and how Ms. Havlik handles them.

Marilyn Havlik
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Student misconceptions include: trait becomes more recessive, malaria cells evolve into sickle cell anemia, and a trait disappears when it is not "used."

Ms. Havlik's lesson demonstrates the Hardy-Weinberg equilibrium principle. Read this description of the Hardy-Weinberg equilibrium principle and Ms. Havlik's lesson , then answer the following questions.

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How did Ms. Havlik's students develop an understanding of population genetics and evolution in this activity?

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What elements of Ms. Havlik's teaching strategy facilitate student learning of population genetics?

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What is essential about Ms. Havlik's sequence of activities and questions?

Write up your notes to use later in this session.

 



 

Facilitator Notes 2 and 3

 

Next: Elaborate Part B: Comparing Strategies

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