<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>Evolutionary processes lie at the base of the entire observable biodiversity, both at present and in the geological past (i.e., in the fossil record). For this reason, the teaching of evolution should receive more recognition than it currently has (e.g., in Poland) and become accurately applied from the early formal education stages onwards. To test the possibility of effective teaching of evolution to primary school pupils, workshops using non-standard learning methods (‘purposefully-framed play’) were organised during childrens’ university (UNIKIDS) courses of one-hour sessions for 33 groups, comprising several to 20 participants, aged 7 to 12. The final task for all participants was to predict future evolutionary processes by creating new species adapted to given environmental factors. Pupils effectively completed this task, but a few misconceptions also become clear. These workshop scenarios suggest that evolution can be taught effectively at least in extracurricular settings to primary school pupils, but for a detailed insight, a quantitative analysis and application of such scenarios in school programmes should be tested in future.</p>
</abstract>

Evolutionary processes lie at the base of the entire observable biodiversity, both at present and in the geological past (i.e., in the fossil record). For this reason, the teaching of evolution should receive more recognition than it currently has (e.g., in Poland) and become accurately applied from the early formal education stages onwards. To test the possibility of effective teaching of evolution to primary school pupils, workshops using non-standard learning methods (‘purposefully-framed play’) were organised during childrens’ university (UNIKIDS) courses of one-hour sessions for 33 groups, comprising several to 20 participants, aged 7 to 12. The final task for all participants was to predict future evolutionary processes by creating new species adapted to given environmental factors. Pupils effectively completed this task, but a few misconceptions also become clear. These workshop scenarios suggest that evolution can be taught effectively at least in extracurricular settings to primary school pupils, but for a detailed insight, a quantitative analysis and application of such scenarios in school programmes should be tested in future.

Aliens and dragons: purposefully-framed play and non-standard learning methods in teaching evolutionary processes to primary school pupils

Geologos

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Evolutionary processes lie at the base of the entire observable biodiversity, both at present and in the geological past (i.e., in the fossil record). For this...

Aliens and dragons: purposefully-framed play and non-standard learning methods in teaching evolutionary processes to primary school pupils

Publicado en línea: 08 may 2023

Páginas: 51 - 58

Recibido: 11 oct 2022

Aceptado: 23 mar 2023

DOI: https://doi.org/10.14746/logos.2023.29.1.04

Palabras clave
non-formal education, biological education, palaeontological education, geoeducation

© 2023 Mateusz Antczak, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Aliens and dragons: purposefully-framed play and non-standard learning methods in teaching evolutionary processes to primary school pupils

Publicado en línea: 08 may 2023

Páginas: 51 - 58

Recibido: 11 oct 2022

Aceptado: 23 mar 2023

DOI: https://doi.org/10.14746/logos.2023.29.1.04

Palabras clavenon-formal education, biological education, palaeontological education, geoeducation

© 2023 Mateusz Antczak, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Palabras clave
non-formal education, biological education, palaeontological education, geoeducation