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  1. How life on Earth began remains an unexplained scientific problem. This problem is nuanced in its practical details and the way attempted explanations feedback with questions and developments in other areas of...

    Authors: H. James Cleaves II
    Citation: Evolution: Education and Outreach 2012 5:443
  2. The origin of life on Earth remains a mystery, but the question can still be approached with scientific rigor. Identifying life’s origins requires the definition of life itself, which has been described as a s...

    Authors: Andrew D. Ellington
    Citation: Evolution: Education and Outreach 2012 5:440
  3. Darwin suggested that all life on Earth could be phylogenetically related. Modern biology has confirmed Darwin’s extraordinary insight; the existence of a universal genetic code is just one of many evidences o...

    Authors: Luis Delaye and Arturo Becerra
    Citation: Evolution: Education and Outreach 2012 5:444
  4. During the first half of the twentieth century, many scientists considered viruses the smallest living entities and primitive life forms somehow placed between the inert world and highly evolved cells. The dev...

    Authors: Purificación López-García and David Moreira
    Citation: Evolution: Education and Outreach 2012 5:441
  5. The concept of evolution is fundamental to the teaching of biological sciences. Nevertheless, it seems frequently neglected and/or forgotten in our classrooms and absent from the school syllabus. These difficu...

    Authors: Sandra Assis and Susana Carvalho
    Citation: Evolution: Education and Outreach 2012 5:437
  6. The research study investigated the possible associations among science and biology teachers’ knowledge and belief variables concerning teaching evolution in science and biology classes. Specifically, this stu...

    Authors: Ceren Tekkaya, Gülsüm Akyol and Semra Sungur
    Citation: Evolution: Education and Outreach 2012 5:433
  7. Despite a considerable amount of scientific evidence, evolution is still a highly controversial issue in American education. This review analyzes studies that investigate the relationship between evolution edu...

    Authors: Jenny D. Lloyd-Strovas and Ximena E. Bernal
    Citation: Evolution: Education and Outreach 2012 5:435

    The Erratum to this article has been published in Evolution: Education and Outreach 2012 5:s12052-012-0450-x

  8. The Evolutionary Attitudes and Literacy Survey (EALS) is a multidimensional scale consisting of 16 lower- and 6 higher-order constructs developed to measure the wide array of factors that influence both an ind...

    Authors: Stephen D. Short and Patricia H. Hawley
    Citation: Evolution: Education and Outreach 2012 5:429
  9. In an effort to understand how to improve student learning about evolution, a focus of science education research has been to document and address students’ naive ideas. Less research has investigated how stud...

    Authors: Elizabeth P. Beggrow and Ross H. Nehm
    Citation: Evolution: Education and Outreach 2012 5:432
  10. To explain the evolution of complex organisms by random mutation, drift, and selection is not a trivial task. This becomes obvious if we imagine an organism in which most genes affect most traits and all mutat...

    Authors: Mihaela Pavlicev and Günter P. Wagner
    Citation: Evolution: Education and Outreach 2012 5:430
  11. Evolution: The Story of Life on Earth provides a lively, accurate, and delightful explanation of evolution in the form of a graphic novel.

    Authors: Glenn Branch
    Citation: Evolution: Education and Outreach 2012 5:431
  12. Authors: Niles Eldredge and Gregory Eldredge
    Citation: Evolution: Education and Outreach 2012 5:425
  13. A body plan is a suite of characters shared by a group of phylogenetically related animals at some point during their development. The concept of bauplane, or body plans, has played and continues to play a cen...

    Authors: Katherine E. Willmore
    Citation: Evolution: Education and Outreach 2012 5:424
  14. Heterochrony can be defined as change to the timing or rate of development relative to the ancestor. Because organisms generally change in shape as well as increase in size during their development, any variat...

    Authors: Kenneth J. McNamara
    Citation: Evolution: Education and Outreach 2012 5:420
  15. In a questionnaire-based survey, the proportion of Glasgow University first year biology students who rejected evolution in 2009–2011 was about 7%, similar to the previously reported average figure for 1987–19...

    Authors: Ronan Southcott and J. Roger Downie
    Citation: Evolution: Education and Outreach 2012 5:419
  16. Students in a large introductory biology course at Flinders University, South Australia, were quizzed on misconceptions relating to evolution and their acceptance of evolutionary theory before and after comple...

    Authors: Sam Buckberry and Karen Burke da Silva
    Citation: Evolution: Education and Outreach 2012 5:416
  17. Florence has a tradition of Natural Philosophy, and since as early as the sixteenth century fossils were collected by the Granduke. The Museum of Natural History of the University of Florence houses today coll...

    Authors: Stefano Dominici and Elisabetta Cioppi
    Citation: Evolution: Education and Outreach 2012 5:404
  18. In 2009, the Natural History Museum, London celebrated the bicentenary of Charles Darwin and the sesquicentennial of his seminal work The Origin of Species by Means of Natural Section by commissioning a new conte...

    Authors: Robert M. Bloomfield
    Citation: Evolution: Education and Outreach 2012 5:403
  19. The Natural History Museum’s approach to conducting learning conversations about evolution with visitors in the galleries is described. Potentially difficult scenarios were identified, and training was develop...

    Authors: Honor Gay
    Citation: Evolution: Education and Outreach 2012 5:402
  20. We examined whether a single visit to an evolution exhibition contributed to conceptual change in adult (n = 30), youth, and child (n = 34) museum visitors’ reasoning about evolution. The exhibition included seve...

    Authors: Amy N. Spiegel, E. Margaret Evans, Brandy Frazier, Ashley Hazel, Medha Tare, Wendy Gram and Judy Diamond
    Citation: Evolution: Education and Outreach 2012 5:399
  21. Museums play a vitally important role in supporting both informal and formal education and are important venues for fostering public understanding of evolution. The Yale Peabody Museum has implemented signific...

    Authors: Jane Pickering, Laura Fawcett and Leonard Munstermann
    Citation: Evolution: Education and Outreach 2012 5:398
  22. Three museum professionals with extensive expertise in informal science education about evolution—Warren D. Allmon, Judy Diamond, and Martin Weiss—are interviewed about the interaction of teachers and natural ...

    Authors: Glenn Branch and W. Eric Meikle
    Citation: Evolution: Education and Outreach 2012 5:408
  23. Research has shown that children usually provide teleological explanations for the features of organisms and artifacts, from a very early age (3–4 years old). However, there is no consensus on whether teleolog...

    Authors: Kostas Kampourakis, Eirini Palaiokrassa, Maria Papadopoulou, Vasiliki Pavlidi and Myrto Argyropoulou
    Citation: Evolution: Education and Outreach 2012 5:393
  24. The 55-million-year fossil record of horses (Family Equidae) has been frequently cited as a prime example of long-term macroevolution. In the second half of the nineteenth century, natural history museum exhib...

    Authors: Bruce J. MacFadden, Luz Helena Oviedo, Grace M. Seymour and Shari Ellis
    Citation: Evolution: Education and Outreach 2012 5:394
  25. In systematics, the importance of a species’ name is obvious and very considerable — it may even affect the names of other taxa (genera and families). Here, I argue that in some specific circumstances the name...

    Authors: Tomasz Skawiński
    Citation: Evolution: Education and Outreach 2012 5:391
  26. Acceptance of evolution by educators of prospective teachers remains superficially studied despite their role in having mentored schoolteachers whose weak support of evolution is known. Here, we contrast the v...

    Authors: Guillermo Paz-y-Miño-C and Avelina Espinosa
    Citation: Evolution: Education and Outreach 2012 5:383
  27. Tree of life diagrams are graphic representations of phylogeny—the evolutionary history and relationships of lineages—and as such these graphics have the potential to convey key evolutionary ideas and principl...

    Authors: Teresa MacDonald and E. O. Wiley
    Citation: Evolution: Education and Outreach 2012 5:387
  28. Contrary to popular belief, evolution is not necessarily progressive. Indeed, traits are often lost or substantially reduced in the process of evolution. In this article, we present several case studies that c...

    Authors: Norman A. Johnson, David C. Lahti and Daniel T. Blumstein
    Citation: Evolution: Education and Outreach 2012 5:381
  29. Authors: Niles Eldredge and Gregory Eldredge
    Citation: Evolution: Education and Outreach 2011 4:380

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ISSN: 1936-6426 (print)