Table 5 Use of cladograms in Biology and Science classes
Use of cladogram in Science/Biology classes (n = 73) (Answers expressed when teachers were asked: “Do you usually use this kind of representation in the classroom? In which grades?”) | |||
|---|---|---|---|
Categories | Description | Key examples | Teachers (%) |
Use in general classes | Teacher reported using cladograms in Science/Biology classes | “Yes, but only in 12th grade” | 63 (86.3%) |
Does not use in general classes | Teacher reported not using cladograms in Science/Biology classes | “No. I should use it with 9th graders” | 10 (13.7%) |
Total | 73 (100%) | ||
Use of cladograms regarding biodiversity education (n = 71) (Answers expressed when teachers were asked: “Specifically on biodiversity classes, do you usually use this kind of representation?”) | |||
|---|---|---|---|
Categories | Description | Key example | Teachers (%) |
Use in classes about biodiversity | Teacher reported using cladograms in classes about biodiversity | “Yes. I am used to initially bringing many images of organisms and asking students to group them, not necessarily by ancestry, but by morphological similarities in the beginning. After that, I work with the content about organisms’ classification, the importance of classification to study them and, then, I try to approach cladograms. This also happens in 7th grade” | 47 (66.2%) |
Does not use in classes about biodiversity | Teacher reported not using cladograms in classes about biodiversity | “I do not use the representation. Even a simple tree of life… I really do not use it; I did not realize how important it is” | 24 (33.8%) |
Total | 71 (100%) | ||