Teaching Evolution: The Blog as a Liminal Space

A "threshold concept" is a challenging concept that acts as a doorway leading to deeper understanding and a dramatic shift in perception. A learner that is involved in grasping a threshold concept is said to be undergoing a threshold experience within a "liminal space" or learnin...

Full description

Saved in:
Bibliographic Details
Published inThe journal of effective teaching Vol. 16; no. 2; pp. 32 - 46
Main Authors Akkaraju, Shylaja, Wolf, Alexander
Format Journal Article
LanguageEnglish
Published Journal of Effective Teaching 2016
Subjects
Biology
College Science
Community Colleges
Creationism
Electronic Journals
Evidence
Evolution
Fundamental Concepts
Grading
Instructional Effectiveness
Integrated Learning Systems
Introductory Courses
Learner Engagement
New York (New York)
Prior Learning
Prompting
Reflection
Science Instruction
Scientific Attitudes
Scientific Concepts
Scientific Principles
Student Journals
Teaching Methods
Two Year College Students
Writing Assignments
New York (New York)
Online AccessGet full text

Cover

More Information
Summary:A "threshold concept" is a challenging concept that acts as a doorway leading to deeper understanding and a dramatic shift in perception. A learner that is involved in grasping a threshold concept is said to be undergoing a threshold experience within a "liminal space" or learning environment. We used the blog as a liminal space for our students to engage with the theory of evolution, which is a threshold concept. In order to teach evolution effectively it is necessary to address both understanding and acceptance of evolutionary theory. To explore the latter in an introductory biology course, we used a series of reflection assignments, submitted by students using a blog format, designed to inform, engage, and probe students' views on evolution without dismissing their prior beliefs. Using the blog feature on our learning management system (LMS), students were asked to feel free to express their views on the nature of science (NOS), evidence for evolution and natural selection, and the application of the concept of non-overlapping magisteria (NOMA) to the evolution-versus-creationism debate without fear of being graded poorly for a wrong response. Grades were based solely on the level of engagement expressed via thoughtful responses to the specific prompts within each reflection assignment. A student reflection rubric was used to grade and assess student performance and allowed us to examine how students integrated evolution into their prior knowledge. We found the blog to be a highly effective online tool to closely analyze students' written reflections on a topic that can be both intellectually and emotionally challenging.
ISSN:1935-7869