Developing the Conceptual Underpinnings of Evolution in Second and Third Grade

University Of California-Berkeley, Berkeley CA

Investigators

Abstract

DRL-0814821 PI: Kathleen Metz PROJECT ABSTRACT This empirical study applies the learning progression perspective to the teaching of evolution, posting an initial progression for the conceptual underpinnings of evolution for second and third graders. The centrality of evolution makes it a prime target for strategic long-term coherent knowledge-building. Two curriculum models?one in animal behavior and one in botany?support the learning progressions. These modules build on the PIs? prior work, scaffolding primary grade children?s scientific inquiry in these domains. The research team studies the curricular enactment and student learning in two kinds of sites, (1) a project-run summer enrichment program, and (2) inner-city public school classrooms.