1 / 7

Why is teaching taxonomy & cladistics so difficult?

Why is teaching taxonomy & cladistics so difficult?. -the problems -the old way -the proposed new ways. The Problems. -teaching information to a wide variety of abilities: majors & non-majors both with range of background knowledge

sawyer-simon
Télécharger la présentation

Why is teaching taxonomy & cladistics so difficult?

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Why is teaching taxonomy & cladistics so difficult? -the problems -the old way -the proposed new ways

  2. The Problems -teaching information to a wide variety of abilities: majors & non-majors both with range of background knowledge -teaching a complicated concept (taxonomy, cladistics & evolution) to complete understanding -teaching a new and extensive vocabulary -teaching using organisms that are unfamiliar to illustrate a complex idea (a double wammy)

  3. The Old Way -Linnean Hierarchy vs cladistics -Venn Diagrams -extensive vocabulary without connection to examples -Cladograms, cladograms and more cladograms -’Nuts & Bolts’ Exercise (too open ended)

  4. The (Proposed) New Ways -’Nuts & Bolts’ exercised revamped to make it more specific -Use of new materials to illustrate cladograms (Tinker Toys, pipe cleaner, mobiles) -Creation of a board game to illustrate evolution and its relationship to cladograms

  5. “Nuts & Bolts” exercise -use nuts and bolts to place on a pre-drawn cladogram -provide a specific ‘ancestor’ (eliminates students’ picking at random most primitive item) -give specific ‘character states’ to have students place items on cladogram -or roll dice to randomly choose next character (includes evolutionary theory)

  6. New Hands-on exercises -use of Tinker toys, pipe cleaners or mobile to show physical relations between clades and that nodes are inter-changeable (students have difficulty with rotation around a node, ie sister groups) -use of preprinted ‘fake’ organisms with evolutionary characters that students place on cladogram (with associated characters). Shows increasing of complexity and eliminates the need for pre-knowledge of organisms. -use of dice to randomly assign new characters to organisms as they evolve. Then create a cladogram of evolutionary pathway. -creation of a board game (similar to ‘Life’) that uses cards with evolutionary information (niches, physical characters, environmental factors, extinction, etc) to advance through time.

More Related