Translating Research on Evolutionary Transitions into the Teaching of Biological Complexity: III. Tools for Teaching the Evolution of the Hierarchy of Life
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| Title: | Translating Research on Evolutionary Transitions into the Teaching of Biological Complexity: III. Tools for Teaching the Evolution of the Hierarchy of Life |
|---|---|
| Language: | English |
| Authors: | Dinah R. Davison, Joshua S. Hoskinson, Hailey Sanders, SoRi La, Berenice Jiménez-Marín, Richard E. Michod |
| Source: | American Biology Teacher. 2026 88(2):76-83. |
| Availability: | University of California Press. 2000 Center Street Suite 303, Berkeley, CA 94704. Tel: 510-643-7154; Fax: 510-642-9917; e-mail: customerservice@ucpressjournals.com; Web site: http://www.ucpressjournals.com/journal.php?j=abt |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2026 |
| Sponsoring Agency: | National Science Foundation (NSF), Division of Environmental Biology (DEB) National Science Foundation (NSF) |
| Contract Number: | 2029999 2209373 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Science Education, Science Instruction, Teaching Methods, Biology, Evolution, Biodiversity, Science Curriculum, Elementary School Science, Secondary School Science, Educational Games, Science Process Skills, Social Behavior, Learner Engagement, Cooperative Learning, Scientific Research |
| DOI: | 10.1525/abt.2026.88.2.76 |
| ISSN: | 0002-7685 1938-4211 |
| Abstract: | The hierarchical organization of life is a unifying principle in biology. However, its existence is taken for granted in K-12 biology curricula and students do not learn why and how it evolved. Hierarchical organization was not present when life originated and students should understand how it evolved. Doing so is critical to prevent nonscientific thinking from filling the gaps in student understanding of biological complexity. The scientific field of evolutionary transitions in individuality, or ETIs, explains how the hierarchical organization of life evolved. The translation of research into the classroom requires the development of suitable teaching tools and their integration into lesson plans. We describe four general teaching tools that allow students to learn about the evolution of the hierarchical organization of life and illustrate these by providing a middle school activity. These teaching tools are cooperation games, the volvocine algae model system, tree thinking, and guided discussions about individuality and social behavior in groups. The tools and the associated lesson aim to leverage students' intuitive understanding of social behavior to increase student engagement. The tools address a major gap in the teaching of biology: hierarchical organization is assumed but its origin and evolution are not being taught. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1499752 |
| Database: | ERIC |
| Abstract: | The hierarchical organization of life is a unifying principle in biology. However, its existence is taken for granted in K-12 biology curricula and students do not learn why and how it evolved. Hierarchical organization was not present when life originated and students should understand how it evolved. Doing so is critical to prevent nonscientific thinking from filling the gaps in student understanding of biological complexity. The scientific field of evolutionary transitions in individuality, or ETIs, explains how the hierarchical organization of life evolved. The translation of research into the classroom requires the development of suitable teaching tools and their integration into lesson plans. We describe four general teaching tools that allow students to learn about the evolution of the hierarchical organization of life and illustrate these by providing a middle school activity. These teaching tools are cooperation games, the volvocine algae model system, tree thinking, and guided discussions about individuality and social behavior in groups. The tools and the associated lesson aim to leverage students' intuitive understanding of social behavior to increase student engagement. The tools address a major gap in the teaching of biology: hierarchical organization is assumed but its origin and evolution are not being taught. |
|---|---|
| ISSN: | 0002-7685 1938-4211 |
| DOI: | 10.1525/abt.2026.88.2.76 |
