MicroMeetsEvo
Making evolutionary processes tangible in biology education

Using structured learning opportunities, school science lessons should impart fundamental knowledge about evolutionary processes and their effects. Depending on their organization, lessons can also contribute to changes in individual motivation, which, in combination with the acquired knowledge, can result in attitude changes. Experiences that are more authentic, such as experiments in the classroom or visits to extracurricular learning sites (e.g., student labs), and that are guided by inquiry-based learning, have been shown to be highly effective in increasing motivation, as well as conceptual knowledge of science and evolutionary biology concepts. Consequently, school biology classes should offer learners the opportunity to explore the process of evolutionary adaptation for themselves. The field of microbiology offers unique opportunities for the classroom, as adaptations of microorganisms can be observed in short generational times, while the genetic changes are well understood in research.

Thus, the goal of this project is to develop different learning opportunities that combine research-based learning of evolutionary biology principles (here: variability, inheritance, selection) with microbiology and ecology, and at the same time correspond to current scientific research practices. Using a series of three educational modules (all of which can be taught independently of each other), evolutionary processes can be experienced and understood in real time, while the processes and changes can be explained using previously acquired knowledge. The influence of these learning opportunities on the development of competence in evolutionary biology is examined in more detail in empirical studies.

Dr. Daniela

Dr. Katrin

(Genomic Microbiology, Institute for General Microbiology, Kiel University)