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Getting to evo-devo: concepts and challenges for students learning evolutionary developmental biology.

Anna Hiatt1, Gregory K Davis, Caleb Trujillo

  • 1Department of Zoology, Oklahoma State University, Stillwater, OK 74074, USA.

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Summary
This summary is machine-generated.

This study explores how undergraduate biology students learn evolutionary developmental biology (evo-devo). Integrating core and supporting concepts improves instruction and addresses common student difficulties in evo-devo.

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Area of Science:

  • Evolutionary biology
  • Developmental biology
  • Undergraduate science education

Background:

  • While natural selection learning is well-studied, student understanding of evolutionary developmental biology (evo-devo) remains unexplored.
  • Evo-devo is increasingly integrated into undergraduate biology curricula, yet often taught cursorily within broader evolution modules.

Purpose of the Study:

  • To investigate how undergraduate biology students learn evo-devo concepts.
  • To identify common conceptual difficulties students encounter in evo-devo.
  • To propose an integrative framework for improving evo-devo instruction.

Main Methods:

  • Surveys and interviews were conducted with undergraduate biology students.
  • Analysis focused on student understanding of core concepts (CCs), supporting concepts (SCs), and foundational concepts (FCs) in evo-devo.

Main Results:

  • Student difficulties in evo-devo are often general to biology or stem from weak foundational knowledge in developmental, cell, and molecular biology.
  • Current instruction often embeds evo-devo within evolution, potentially hindering deep understanding.

Conclusions:

  • An integrative framework combining core and supporting concepts from both evolutionary and developmental biology can enhance evo-devo learning.
  • Educators can use this framework to target specific student conceptual difficulties in evo-devo.