An analysis of teacher strategies implemented within the unit of evolution at the secondary level of education
Crowe, Pamela Lauren
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At the high school level of education the unit of evolution can be one of great controversy. Although there is not a debate within the science community over the theory of evolution, there is a strong debate in the world of public education. This study attempts to discover how different teachers approach the content unit of evolution in a high school biology classroom. A semi-structured interview process was used to explore the different strategies that seven teachers used in their classrooms. Interviews are categorized and analyzed based on time spent, focus topics, and activities used to teach evolution with a strong emphasis on inquiry-based learning. The results of this study are used to describe that while some teachers are confident with teaching all aspects of evolution, others do not feel that certain concepts within the evolution theory are necessary to teach in high school.