Researchers focused on teaching evolutionary science have taken up the charge of seeking effective ways to help students appropriately transfer the core concepts of evolution across the diversity of phenomena that evolution scientists seek to explain.
Join Dr. Amanda Glaze in this insightful and engaging webinar as she discusses her research on teaching and learning evolution in the South and hear the insightful stories she has collected along the way.
It is possible for people to be highly knowledgeable and reject evolution for reasons beyond evidence. When that happens, it is important to listen in order to understand why so we can bridge those gaps.
Join Child Development expert Dr. Peter Gray, Research Professor at Boston College and a regular contributor to "Psychology Today", as he discusses evolutionary perspectives on childhood development and education.
how can we help ourselves to move toward a peaceful and prosperous future? One that is also more just and equitable? Teach science. That’s right. Teach science early, teach science often, and teach science well.
If we can agree to just the basic, face-value commitments connecting the best that has been thought and known about the complexities of our universe, with the best that has been thought and known about the flourishing of our species, we can evolve a global coalition for change with a breadth and depth only imaginable today.
Humans have evolved over millions of years, yet formal education practices are of recent vintage. Given what we've learned about our brain's evolution, education practices need to evolve as well.
Scientists explored new solutions from an unusual source: Darwin's theory of evolution.Education isn’t working well in America, despite billions of dollars and everyone’s best intentions. Not too long ago, scientists explored new solutions from an unusual source: Darwin’s theory of evolution.
How evolutionary psychology helps us teach our children better. Evolutionary developmental psychologist maintain that evolutionary psychological theory should be regarded as an overarching framework for studying the ways in which youngsters’ developing cognitive and social skills may be adaptive or maladaptive in school environments.