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  1. In 1999, Scott suggested that evolution has existential repercussions for some students because they confuse methodological naturalism with philosophical naturalism: conflating the incapacity of scientific exp...

    Authors: Louise S. Mead and Eugenie C. Scott
    Citation: Evolution: Education and Outreach 2010 3:210
  2. Authors: Greg Eldredge and Niles Eldredge
    Citation: Evolution: Education and Outreach 2010 3:211
  3. Much of evolution is about the coevolution of species with each other. In recent years, we have learned that coevolution is much more pervasive, dynamic, and relentless than we previously thought. There are fo...

    Authors: John N. Thompson
    Citation: Evolution: Education and Outreach 2010 3:200
  4. The goal of this research was to illuminate the relationship between students’ acceptance and understanding of macroevolution. Our research questions were: (1) Is there a relationship between knowledge of macr...

    Authors: Louis S. Nadelson and Sherry A. Southerland
    Citation: Evolution: Education and Outreach 2010 3:194
  5. Threespine stickleback in young postglacial lakes provide a compelling example of coevolution between species that compete for resources. Coexisting pairs of stickleback species are highly divergent in habitat...

    Authors: Dolph Schluter
    Citation: Evolution: Education and Outreach 2010 3:204
  6. The concept of coevolution was first developed by Darwin, who used it to explain how pollinators and food-rewarding flowers involved in specialized mutualisms could, over time, develop long tongues and deep tu...

    Authors: Steven D. Johnson and Bruce Anderson
    Citation: Evolution: Education and Outreach 2010 3:192
  7. Imparting a basic understanding of evolutionary principles to students in an active, engaging fashion can be troublesome because the logistics involved in designing experiments where students pose their own qu...

    Authors: Frank M. Frey, Curtis M. Lively and Edmund D. Brodie III
    Citation: Evolution: Education and Outreach 2010 3:201
  8. Coevolution (reciprocal evolutionary change in interacting species) is posited as a major mechanism that creates new species. A challenge has been to understand how coevolution has shaped the patterns of relat...

    Authors: Kari A. Segraves
    Citation: Evolution: Education and Outreach 2010 3:199
  9. One of the leading hypotheses for the maintenance of sexual reproduction is the Red Queen hypothesis. The underlying premise of the Red Queen hypothesis is that parasites rapidly evolve to infect common host g...

    Authors: Curtis M. Lively
    Citation: Evolution: Education and Outreach 2010 3:196
  10. A clear understanding of the term "species" is fundamental to the subject of evolution. However, introductory textbooks often fail to address this topic until one of the later chapters, after having used the t...

    Authors: Mark W. Ellis and Paul G. Wolf
    Citation: Evolution: Education and Outreach 2009 3:193
  11. Consideration of complex geographic patterns of reciprocal adaptation has provided insight into new features of the coevolutionary process. In this paper, we provide ecological, historical, and geographical ev...

    Authors: Rodrigo Medel, Marco A. Mendez, Carmen G. Ossa and Carezza Botto-Mahan
    Citation: Evolution: Education and Outreach 2009 3:191
  12. Coevolution between granivorous crossbills (Loxia spp.) and conifers has been a prominent process in the diversification of crossbills. A striking example occurs in western North America where coevolution between...

    Authors: Craig W. Benkman
    Citation: Evolution: Education and Outreach 2009 3:190
  13. Regarding such an important issue as our origin, as well as the origin of all biological diversity, it is surprising to realize that evolution still faces drawbacks in keeping its deserved notability as a unif...

    Authors: Rubens Pazza, Pierre R. Penteado and Karine F. Kavalco
    Citation: Evolution: Education and Outreach 2009 3:187
  14. We propose a human-centered evolutionary curriculum based around the three questions: Who am I? Where do I come from? How do I fit in? We base our curriculum on our experiences as an evolutionary biologist/pal...

    Authors: Niles Eldredge and Gregory Eldredge
    Citation: Evolution: Education and Outreach 2009 2:185
  15. Unsurprisingly, survey results indicate that Texas biology and biological anthropology faculty with expertise in an evolutionary area strongly support teaching “just evolution” (100%; N = 54) and not creationism/...

    Authors: Shelley L. Smith and Raymond A. Eve
    Citation: Evolution: Education and Outreach 2009 2:181
  16. Homology is a fundamental concept in comparative and evolutionary biology and yet often the focus of antievolution challenges. In describing structural similarity that is the result of common ancestry, hypothe...

    Authors: Andrew J. Petto and Louise S. Mead
    Citation: Evolution: Education and Outreach 2009 2:183
  17. Although studies analyzing the content of evolution curriculum usually focus on courses within the context of a biological sciences department or program, research must also address students and courses outsid...

    Authors: Jess White, Craig D. Tollini, W. Aaron Collie, Meredith B. Strueber, Linda H. Strueber and Jonathan W. Ward
    Citation: Evolution: Education and Outreach 2009 2:176
  18. Acceptance of evolution among the general public, high schools, teachers, and scientists has been documented in the USA; little is known about college students’ views on evolution; this population is relevant ...

    Authors: Guillermo Paz-y-Miño C. and Avelina Espinosa
    Citation: Evolution: Education and Outreach 2009 2:175
  19. Recent studies now provide a relatively robust explanation of how moral behavior evolved, perhaps not just in humans. An analysis of current biology textbooks shows that they fail to address this critical topi...

    Authors: Douglas Allchin
    Citation: Evolution: Education and Outreach 2009 2:173
  20. I present the case that the topic of the evolution of human morality is essential to any complete introductory biology course. This statement of rationale is accompanied (in complementary contributions) by: (1...

    Authors: Douglas Allchin
    Citation: Evolution: Education and Outreach 2009 2:172
  21. Here, in textbook style, is a concise biological account of the evolution of morality. It addresses morality on three levels: moral outcomes (behavioral genetics), moral motivation or intent (psychology and ne...

    Authors: Douglas Allchin
    Citation: Evolution: Education and Outreach 2009 2:167
  22. In 1859 Charles Darwin submitted a manuscript entitled “An Abstract of an Essay on the Origin of Species and Varieties through Natural Selection” to John Murray III, who published the text under the title On the ...

    Authors: U. Kutschera
    Citation: Evolution: Education and Outreach 2009 2:166
  23. Human beings are unusual in many ways but perhaps most strikingly in their unique symbolic form of processing information about the world around them. Although based on a long and essential evolutionary histor...

    Authors: Ian Tattersall
    Citation: Evolution: Education and Outreach 2009 2:164
  24. Recent action taken by the Texas State Board of Education has opened the door to the inclusion of creationist arguments into public school science curriculum in that state and—because of the critical role of T...

    Authors: James E. Platt
    Citation: Evolution: Education and Outreach 2009 2:165
  25. Genetic diversity is a core concept in evolutionary biology; genetic variation is a prerequisite for heritable differential selection, and biodiversity plays a central role in debates about environmental polic...

    Authors: Eva Erdosne Toth, Sarah K. Brem and Geza Erdos
    Citation: Evolution: Education and Outreach 2009 2:163
  26. Authors: Greg Eldredge and Niles Eldredge
    Citation: Evolution: Education and Outreach 2009 2:159
  27. According to the National Academy of Sciences, biology students in the USA are not being adequately prepared for successful futures. Of paramount concern is a lack of sufficient training in quantitative and co...

    Authors: Robert K. Kuzoff, Seth B. Kemmeter, Jeffrey S. McKinnon and Courtney P. Thompson
    Citation: Evolution: Education and Outreach 2009 2:157
  28. Two hundred years after his birth, Darwin, originated by the American Museum of Natural History in New York, is the most important exhibition about the English scientist ever organized for the general public. Thi...

    Authors: Chiara Ceci
    Citation: Evolution: Education and Outreach 2009 2:110
  29. The well-established finding that substantial confusion and misconceptions about evolution and natural selection persist after college instruction suggests that these courses neither foster accurate mental mod...

    Authors: Ross H. Nehm, Therese M. Poole, Mark E. Lyford, Sally G. Hoskins, Laura Carruth, Brent E. Ewers and Patricia J. S. Colberg
    Citation: Evolution: Education and Outreach 2008 2:100

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