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Natural and Artificial Selection

The Nature of Science and the Study of Biological Evolution

This content resource is used to supplement CTS Section I by providing background knowledge for teachers (as well as high school students)on bilogical evoulution, natural selection, the nature of science, an historical account of Darwin's work, and the nature of evidence and explanations that support scientific theories such as evolution.

Bibliographic Citation: 
BSCS. (2005). The nature of science and the study of biological evolution. Arlington, VA: NSTA Press. The book is available at the NSTA bookstore at nsta.org.

Teach Evolution and Make It Relevant

This site can be used to supplement CTS sections I, II, and IV by providing content information about biological evolution and the nature of science and examples of instructional resources. Clicking on "Additional Resources" will provide information on misconceptions associated with biological evolution and the nature of science.

Bibliographic Citation: 
University of Montana, http://www.evoled.org/default.htm

Concept Cartoons- Selection

Several of the concept cartoon assessments on this site can be used with Section IV to elicit student ideas related to natural selection and compare the ideas your students have with common ideas that emerge from the CTS study. Commentary that accompanies each cartoon describes common misconceptions noted in the research literature.

Bibliographic Citation: 
Anderson, D. and Fisher, K. (2002). San Diego State University College of Sciences <http://www.biologylessons.sdsu.edu/cartoons/concepts.html>

A Modeling Approach to Teaching Evolutionary Biology in High Schools

This paper can be used with CTS section II to examine an inquiry-based approach to teaching evolution by using Darwin's model of natural selection. Examples of student work illustrate students' reasoning.

Bibliographic Citation: 
Passmore, C. and Stewart, J. (2002). A Modeling Approach to Teaching Evolutionary Biology in High Schools. Journal of Research in Science Teaching. Vol. 39 (3). Pp 185-204.
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