Historical science

@misc{nordenskiold1928the12,
    author = "Nordenskiold, E",
    title = "The History of Biology",
    year = "1928",
    howpublished = "New York, Tudor Publishing Company; Translated by L.B. Eyre",
    note = "talkorigins\_source = {true}; raw\_reference = {Nordenskiold, E., 1928, The History of Biology: New York, Tudor Publishing Company; Translated by L.B. Eyre.}"
}

@misc{russell1945a13,
    author = "Russell, B",
    title = "A History of Western Philosophy",
    year = "1945",
    howpublished = "New York, Simon and Schuster",
    note = "talkorigins\_source = {true}; raw\_reference = {Russell, B., 1945, A History of Western Philosophy: New York, Simon and Schuster.}"
}

@misc{eiseley1958darwins8,
    author = "Eiseley, L. C",
    title = "Darwin's Century",
    year = "1958",
    howpublished = "Evolution and the Men Who Discovered It: New York, Doubleday",
    note = "talkorigins\_source = {true}; raw\_reference = {Eiseley, L. C., 1958, Darwin's Century: Evolution and the Men Who Discovered It: New York, Doubleday.}"
}

@book{glass1959the10,
    author = "Glass, B. O. and Strauss, W. L. and Jr",
    title = "The Forerunners of Darwin",
    year = "1959",
    publisher = "1745- 1859: Baltimore, Johns Hopkins Press",
    note = "talkorigins\_source = {true}; raw\_reference = {Glass, B. O., and Strauss, W. L., Jr., 1959, The Forerunners of Darwin: 1745- 1859: Baltimore, Johns Hopkins Press.}"
}

@misc{singer1959a15,
    author = "Singer, C",
    title = "A History of Biology [3rd ed.]",
    year = "1959",
    howpublished = "London, Abeland Schuster",
    note = "talkorigins\_source = {true}; raw\_reference = {Singer, C., 1959, A History of Biology [3rd ed.]: London, Abeland Schuster.}"
}

@misc{simpson1963historical14,
    author = "Simpson, G. G",
    title = "Historical Science, in Albritton, C. C., ed., The Fabric of Geology",
    year = "1963",
    howpublished = "Reading, Mass., Addison-Wesley Publishing Co., p. 24-48",
    note = "talkorigins\_source = {true}; raw\_reference = {Simpson, G. G., 1963, Historical Science, in Albritton, C. C., ed., The Fabric of Geology: Reading, Mass., Addison-Wesley Publishing Co., p. 24-48.}"
}

@book{sirks1964the16,
    author = "Sirks, M. J. and Zirkle, C",
    title = "The Evolution of Biology",
    year = "1964",
    publisher = "New York, Ronald Press",
    note = "talkorigins\_source = {true}; raw\_reference = {Sirks, M. J., and Zirkle, C., 1964, The Evolution of Biology: New York, Ronald Press.}"
}

@misc{gasking1967investigations9,
    author = "Gasking, E",
    title = "Investigations into Generation",
    year = "1967",
    howpublished = "1651-1828: London, Hutchinson",
    note = "talkorigins\_source = {true}; raw\_reference = {Gasking, E., 1967, Investigations into Generation: 1651-1828: London, Hutchinson.}"
}

@misc{mcalester1968the11,
    author = "McAlester, A",
    title = "The History of Life",
    year = "1968",
    howpublished = "Englewood Cliffs, New Jersey, Prentice-Hall, 151 p",
    note = "talkorigins\_source = {true}; raw\_reference = {McAlester, A., 1968, The History of Life: Englewood Cliffs, New Jersey, Prentice-Hall, 151 p.}"
}

@book{burkhardt1977the7,
    author = "Burkhardt, R. W. and Jr",
    title = "The Spirit of System",
    year = "1977",
    publisher = "Lamarck and Evolutionary Biology: Cambridge, Mass., Harvard University Press",
    note = "talkorigins\_source = {true}; raw\_reference = {Burkhardt, R. W., Jr., 1977, The Spirit of System: Lamarck and Evolutionary Biology: Cambridge, Mass., Harvard University Press.}"
}

@misc{brackman1980a4,
    author = "Brackman, A. C",
    title = "A Delicate Arrangement",
    year = "1980",
    howpublished = "The Strange Case of Charles Darwin and Alfred Russel Wallace: New York, Times Books",
    note = "talkorigins\_source = {true}; raw\_reference = {Brackman, A. C., 1980, A Delicate Arrangement: The Strange Case of Charles Darwin and Alfred Russel Wallace: New York, Times Books.}"
}

@misc{brent1981charles5,
    author = "Brent, P",
    title = "Charles Darwin",
    year = "1981",
    howpublished = "A Man of Enlarged Curiosity: New York, Harper and Row",
    note = "talkorigins\_source = {true}; raw\_reference = {Brent, P., 1981, Charles Darwin: A Man of Enlarged Curiosity: New York, Harper and Row.}"
}

@book{bowler1984evolution2,
    author = "Bowler, P. J",
    title = "Evolution",
    year = "1984",
    publisher = "The History of an Idea: Berkeley, University of California Press",
    note = "talkorigins\_source = {true}; raw\_reference = {Bowler, P. J., 1984, Evolution: The History of an Idea: Berkeley, University of California Press.}"
}

@book{brooks1984just6,
    author = "Brooks, J. L",
    title = "Just Before the Origin",
    year = "1984",
    publisher = "Alfred Russel Wallace's Theory of Evolution: New York, Columbia University Press",
    note = "talkorigins\_source = {true}; raw\_reference = {Brooks, J. L., 1984, Just Before the Origin: Alfred Russel Wallace's Theory of Evolution: New York, Columbia University Press.}"
}

List of Illustrations Preface to the Third Edition Preface to the First Edition 1. The Idea of Evolution: Its Scope and Implications The Old Worldview and the New The Possibilities of Change The Nature of Science The Historian's Problems 2. The Pre-evolutionary Worldview Human History Theories of the Earth The Meaning of Fossils Natural Theology The New Natural History The Problem of Generation 3. Evolution in the Enlightenment Human Nature The Origin of Society The History of the Earth The Chain of Being The New Classification The New Theories of Generation The Materialists The First Transmutationists 4. Nature and Society, 1800-1859 The Invention of Progress The Framework of Science Georges Cuvier: Fossils and the History of Life Catastrophism and Natural Theology in Britain The Philosophical Naturalists Radical Science The Principle of Uniformity The Vestiges of Creation 5. The Development of Darwin's Theory Darwin's Early Career The Crucial Years: 1836-1839 Development of the Theory, 1840-1859 Wallace and Publication of the Theory 6. The Reception of Darwin's Theory The Foundations of Darwinism The Scientific Debate Darwinism and Design Human Origins Evolution and Progress 7. The Eclipse of Darwinism: Scientific Evolutionism, 1875-1925 Reconstructing the History of Life The Age of the Earth Neo-Lamarckism Orthogenesis Neo-Darwinism Mendelism and the Mutation Theory 8. Evolution, Society, and Culture, 1875-1925 The Missing Link The Origins of Culture and Society Evolution and Race Social Evolutionism Biological Determinism Neo-Lamarckism and Society Evolution and Philosophy Evolution and Religion 9. The Evolutionary Synthesis Population Genetics The Modern Synthesis The Origin of Life Wider Implications of the Synthesis 10. Modern Debates and Developments The History of Life Human Origins Sociobiology and Ultra-Darwinism Opponents of Ultra-Darwinism Anti-Darwinians Darwinism not Scientific? Creationism Bibliography Index

@book{openalexw1593551567,
    author = "Bowler, Peter J.",
    title = "Evolution the history of an idea",
    year = "1984",
    abstract = "List of Illustrations Preface to the Third Edition Preface to the First Edition 1. The Idea of Evolution: Its Scope and Implications The Old Worldview and the New The Possibilities of Change The Nature of Science The Historian's Problems 2. The Pre-evolutionary Worldview Human History Theories of the Earth The Meaning of Fossils Natural Theology The New Natural History The Problem of Generation 3. Evolution in the Enlightenment Human Nature The Origin of Society The History of the Earth The Chain of Being The New Classification The New Theories of Generation The Materialists The First Transmutationists 4. Nature and Society, 1800-1859 The Invention of Progress The Framework of Science Georges Cuvier: Fossils and the History of Life Catastrophism and Natural Theology in Britain The Philosophical Naturalists Radical Science The Principle of Uniformity The Vestiges of Creation 5. The Development of Darwin's Theory Darwin's Early Career The Crucial Years: 1836-1839 Development of the Theory, 1840-1859 Wallace and Publication of the Theory 6. The Reception of Darwin's Theory The Foundations of Darwinism The Scientific Debate Darwinism and Design Human Origins Evolution and Progress 7. The Eclipse of Darwinism: Scientific Evolutionism, 1875-1925 Reconstructing the History of Life The Age of the Earth Neo-Lamarckism Orthogenesis Neo-Darwinism Mendelism and the Mutation Theory 8. Evolution, Society, and Culture, 1875-1925 The Missing Link The Origins of Culture and Society Evolution and Race Social Evolutionism Biological Determinism Neo-Lamarckism and Society Evolution and Philosophy Evolution and Religion 9. The Evolutionary Synthesis Population Genetics The Modern Synthesis The Origin of Life Wider Implications of the Synthesis 10. Modern Debates and Developments The History of Life Human Origins Sociobiology and Ultra-Darwinism Opponents of Ultra-Darwinism Anti-Darwinians Darwinism not Scientific? Creationism Bibliography Index",
    openalex = "W1593551567"
}

@article{beddall1988darwin1,
    author = "Beddall, B. G",
    title = "Darwin and divergence",
    year = "1988",
    journal = "the Wallace connection: Journal of Historical Biology, v. 21, p. 1-68",
    note = "talkorigins\_source = {true}; raw\_reference = {Beddall, B. G., 1988, Darwin and divergence: the Wallace connection: Journal of Historical Biology, v. 21, p. 1-68.}"
}

@book{bowler1989evolution3,
    author = "Bowler, P. J",
    title = "Evolution",
    year = "1989",
    publisher = "The History of an Idea [Rev. ed.]: Berkeley, University of California Press",
    note = "talkorigins\_source = {true}; raw\_reference = {Bowler, P. J., 1989, Evolution: The History of an Idea [Rev. ed.]: Berkeley, University of California Press.}"
}

High in the Canadian Rockies is a small limestone quarry formed 530 million years ago called the Burgess Shale. It hold the remains of an ancient sea where dozens of strange creatures lived-a forgotten corner of evolution preserved in awesome detail. In this book Stephen Jay Gould explores what the Burgess Shale tells us about evolution and the nature of history.

@article{doi105860choice273873,
    title = "Wonderful life: the Burgess Shale and the nature of history",
    year = "1990",
    journal = "Choice Reviews Online",
    abstract = "High in the Canadian Rockies is a small limestone quarry formed 530 million years ago called the Burgess Shale. It hold the remains of an ancient sea where dozens of strange creatures lived-a forgotten corner of evolution preserved in awesome detail. In this book Stephen Jay Gould explores what the Burgess Shale tells us about evolution and the nature of history.",
    url = "https://doi.org/10.5860/choice.27-3873",
    doi = "10.5860/choice.27-3873",
    openalex = "W1675572849"
}

Abstract From Darwin onward, it has been second nature for evolutionary biologists to think comparatively because comparisons establish the generality of evolutionary phenomena. Do large genomes slow down development? What lifestyles select for large brains? Are extinction rates related to body size? These are all questions for the comparative method, and this book is about how such questions can be answered. The first chapter elaborates on suitable questions for the comparative approach and shows how it complements other approaches to problem-solving in evolution. The second chapter identifies the biological causes of similarity among closely related species for almost any observed character. The third chapter discusses methods for reconstructing phylogenetic trees and ancestral character states. The fourth chapter sets out to develop statistical tests that will determine whether different characters that exist in discrete states show evidence for correlated evolution. Chapter 5 turns to comparative analyses of continuously varying characters. Chapter 6 looks at allometry to exemplify the themes and methods discussed earlier, while the last chapter looks to future development of the comparative approach in both molecular and organismic biology.

@book{doi101093oso97801985464120010001,
    author = "Harvey, Paul and Pagel, Mark",
    title = "The Comparative Method in Evolutionary Biology",
    year = "1991",
    abstract = "Abstract From Darwin onward, it has been second nature for evolutionary biologists to think comparatively because comparisons establish the generality of evolutionary phenomena. Do large genomes slow down development? What lifestyles select for large brains? Are extinction rates related to body size? These are all questions for the comparative method, and this book is about how such questions can be answered. The first chapter elaborates on suitable questions for the comparative approach and shows how it complements other approaches to problem-solving in evolution. The second chapter identifies the biological causes of similarity among closely related species for almost any observed character. The third chapter discusses methods for reconstructing phylogenetic trees and ancestral character states. The fourth chapter sets out to develop statistical tests that will determine whether different characters that exist in discrete states show evidence for correlated evolution. Chapter 5 turns to comparative analyses of continuously varying characters. Chapter 6 looks at allometry to exemplify the themes and methods discussed earlier, while the last chapter looks to future development of the comparative approach in both molecular and organismic biology.",
    url = "https://doi.org/10.1093/oso/9780198546412.001.0001",
    doi = "10.1093/oso/9780198546412.001.0001",
    openalex = "W4388245928"
}

Historically, naturalists who proposed theories of evolution, including Darwin and Wallace, did so in order to explain the apparent relationship of natural classification. This book begins by exploring the intimate historical relationship between patterns of classification and patterns of phylogeny. However, it is a circular argument to use the data for classification. Alec Panchen presents other evidence for evolution in the form of a historically based but rigorously logical argument. This is followed by a history of methods of classification and phylogeny reconstruction including current mathematical and molecular techniques. The author makes the important claim that if the hierarchical pattern of classification is a real phenomenon, then biology is unique as a science in making taxonomic statements. This conclusion is reached by way of historical reviews of theories of evolutionary mechanism and the philosophy of science as applied to biology. The book is addressed to biologists, particularly taxonomists, concerned with the history and philosophy of their subject, and to philosophers of science concerned with biology. It is also an important source book on methods of classification and the logic of evolutionary theory for students, professional biologists, and paleontologists.

@book{doi101017cbo9780511565557,
    author = "Panchen, Alec L.",
    title = "Classification, Evolution, and the Nature of Biology",
    year = "1992",
    booktitle = "Cambridge University Press eBooks",
    abstract = "Historically, naturalists who proposed theories of evolution, including Darwin and Wallace, did so in order to explain the apparent relationship of natural classification. This book begins by exploring the intimate historical relationship between patterns of classification and patterns of phylogeny. However, it is a circular argument to use the data for classification. Alec Panchen presents other evidence for evolution in the form of a historically based but rigorously logical argument. This is followed by a history of methods of classification and phylogeny reconstruction including current mathematical and molecular techniques. The author makes the important claim that if the hierarchical pattern of classification is a real phenomenon, then biology is unique as a science in making taxonomic statements. This conclusion is reached by way of historical reviews of theories of evolutionary mechanism and the philosophy of science as applied to biology. The book is addressed to biologists, particularly taxonomists, concerned with the history and philosophy of their subject, and to philosophers of science concerned with biology. It is also an important source book on methods of classification and the logic of evolutionary theory for students, professional biologists, and paleontologists.",
    url = "https://doi.org/10.1017/cbo9780511565557",
    doi = "10.1017/cbo9780511565557",
    openalex = "W1503147706"
}

The comparative method for studying adaptation why worry about phylogeny? reconstructing phylogenetic trees and ancestral character states comparative analysis of discrete data comparative analysis of continuous variables determining the form of comparative relationships.

@article{doi105860choice295104,
    title = "The comparative method in evolutionary biology",
    year = "1992",
    journal = "Choice Reviews Online",
    abstract = "The comparative method for studying adaptation why worry about phylogeny? reconstructing phylogenetic trees and ancestral character states comparative analysis of discrete data comparative analysis of continuous variables determining the form of comparative relationships.",
    url = "https://doi.org/10.5860/choice.29-5104",
    doi = "10.5860/choice.29-5104",
    openalex = "W1488393970"
}

Darwin's theory of evolution has remained the object of continual debate and controversy throughout the last 140 years. In fact Darwin himself described his challenge to the orthodoxies of his day as one long argument. In this book, Ernst Mayr traces the history of Darwin's evolutionary theories, emphasizing the extraordinary originality of Darwin's genius, and his skills as a naturalist, biologist and philosopher.

@article{doi105860choice295107,
    title = "One long argument: Charles Darwin and the genesis of modern evolutionary thought",
    year = "1992",
    journal = "Choice Reviews Online",
    abstract = "Darwin's theory of evolution has remained the object of continual debate and controversy throughout the last 140 years. In fact Darwin himself described his challenge to the orthodoxies of his day as one long argument. In this book, Ernst Mayr traces the history of Darwin's evolutionary theories, emphasizing the extraordinary originality of Darwin's genius, and his skills as a naturalist, biologist and philosopher.",
    url = "https://doi.org/10.5860/choice.29-5107",
    doi = "10.5860/choice.29-5107",
    openalex = "W1558067753"
}

@incollection{doi101007978146155419610,
    author = "Wendel, Jonathan F. and Doyle, Jeff J.",
    title = "Phylogenetic Incongruence: Window into Genome History and Molecular Evolution",
    year = "1998",
    url = "https://doi.org/10.1007/978-1-4615-5419-6\_10",
    doi = "10.1007/978-1-4615-5419-6\_10",
    openalex = "W93965243",
    references = "doi101093oxfordjournalsmolbeva040071, openalexw592572837"
}

The possibility that two data sets may have different underlying phylogenetic histories (such as gene trees that deviate from species trees) has become an important argument against combining data in phylogenetic analysis. However, two data sets sampled for a large number of taxa may differ in only part of their histories. This is a realistic scenario and one in which the relative advantages of combined, separate, and consensus analysis become much less clear. I propose a simple methodology for dealing with this situation that involves (1) partitioning the available data to maximize detection of different histories, (2) performing separate analyses of the data sets, and (3) combining the data but considering questionable or unresolved those parts of the combined tree that are strongly contested in the separate analyses (and which therefore may have different histories) until a majority of unlinked data sets support one resolution over another. In support of this methodology, computer simulations suggest that (1) the accuracy of combined analysis for recovering the true species phylogeny may exceed that of either of two separately analyzed data sets under some conditions, particularly when the mismatch between phylogenetic histories is small and the estimates of the underlying histories are imperfect (few characters, high homoplasy, or both) and (2) combined analysis provides a poor estimate of the species tree in areas of the phylogenies with different histories but gives an improved estimate in regions that share the same history. Thus, when there is a localized mismatch between the histories of two data sets, the separate, consensus, and combined analyses may all give unsatisfactory results in certain parts of the phylogeny. Similarly, approaches that allow data combination only after a global test of heterogeneity will suffer from the potential failings of either separate or combined analysis, depending on the outcome of the test. Excision of conflicting taxa is also problematic, in that doing so may obfuscate the position of conflicting taxa within a larger tree, even when their placement is congruent between data sets. Application of the proposed methodology to molecular and morphological data sets for Sceloporus lizards is discussed.

@article{doi101080106351598260581,
    author = "Wiens, John J.",
    title = "Combining Data Sets with Different Phylogenetic Histories",
    year = "1998",
    journal = "Systematic Biology",
    abstract = "The possibility that two data sets may have different underlying phylogenetic histories (such as gene trees that deviate from species trees) has become an important argument against combining data in phylogenetic analysis. However, two data sets sampled for a large number of taxa may differ in only part of their histories. This is a realistic scenario and one in which the relative advantages of combined, separate, and consensus analysis become much less clear. I propose a simple methodology for dealing with this situation that involves (1) partitioning the available data to maximize detection of different histories, (2) performing separate analyses of the data sets, and (3) combining the data but considering questionable or unresolved those parts of the combined tree that are strongly contested in the separate analyses (and which therefore may have different histories) until a majority of unlinked data sets support one resolution over another. In support of this methodology, computer simulations suggest that (1) the accuracy of combined analysis for recovering the true species phylogeny may exceed that of either of two separately analyzed data sets under some conditions, particularly when the mismatch between phylogenetic histories is small and the estimates of the underlying histories are imperfect (few characters, high homoplasy, or both) and (2) combined analysis provides a poor estimate of the species tree in areas of the phylogenies with different histories but gives an improved estimate in regions that share the same history. Thus, when there is a localized mismatch between the histories of two data sets, the separate, consensus, and combined analyses may all give unsatisfactory results in certain parts of the phylogeny. Similarly, approaches that allow data combination only after a global test of heterogeneity will suffer from the potential failings of either separate or combined analysis, depending on the outcome of the test. Excision of conflicting taxa is also problematic, in that doing so may obfuscate the position of conflicting taxa within a larger tree, even when their placement is congruent between data sets. Application of the proposed methodology to molecular and morphological data sets for Sceloporus lizards is discussed.",
    url = "https://doi.org/10.1080/106351598260581",
    doi = "10.1080/106351598260581",
    openalex = "W2171991354",
    references = "doi101093sysbio432278, doi101111j109600311993tb00217x"
}

@article{doi10103844766,
    author = "Pagel, Mark",
    title = "Inferring the historical patterns of biological evolution",
    year = "1999",
    journal = "Nature",
    url = "https://doi.org/10.1038/44766",
    doi = "10.1038/44766",
    openalex = "W2114525641",
    references = "doi101016s0092867400803104, doi10103818872, doi101038366223a0, doi101038384055a0, doi101086284325, doi101086286013, doi101093oso97801985464120010001, doi101093sysbio41118, doi101098rspb19940006, doi101111j146364091997tb00423x, doi101126science2740904, doi101126science2765313734, doi101128mr5122212711987, doi1015159781503621534, doi1023072407154, doi1023072485224, doi105860choice295104, rambaut1998estimating"
}

Preface I. History and Conceptual Background 1. The History and Purview of Phylogeography 2. Demography-Phylogeny Connections II. Empirical Intraspecific Phylogeography 3. Lessons from Human Analyses 4. Intraspecific Patterns in other Animals III. Genealogical Concordance: Toward Speciation and Beyond 5. Genealogical Concordance 6. Speciation Processes and Extended Genealogy Works Cited Index

@article{doi105860choice375647,
    title = "Phylogeography: the history and formation of species",
    year = "2000",
    journal = "Choice Reviews Online",
    abstract = "Preface I. History and Conceptual Background 1. The History and Purview of Phylogeography 2. Demography-Phylogeny Connections II. Empirical Intraspecific Phylogeography 3. Lessons from Human Analyses 4. Intraspecific Patterns in other Animals III. Genealogical Concordance: Toward Speciation and Beyond 5. Genealogical Concordance 6. Speciation Processes and Extended Genealogy Works Cited Index",
    url = "https://doi.org/10.5860/choice.37-5647",
    doi = "10.5860/choice.37-5647",
    openalex = "W1555476426"
}

@article{doi101046j1525142x200303040x,
    author = "Love, Alan C. and Raff, Rudolf A.",
    title = "Knowing your ancestors: themes in the history of evo‐devo",
    year = "2003",
    journal = "Evolution \& Development",
    url = "https://doi.org/10.1046/j.1525-142x.2003.03040.x",
    doi = "10.1046/j.1525-142x.2003.03040.x",
    openalex = "W2143320495",
    references = "doi101023a1023988119440, doi1016680003156920000400718bgadbt20co2"
}

Evolutionary Biology integrates several disciplines of Biology in a complex and interactive manner, where a deep understanding of the subject demands knowledge in diverse areas. Since this knowledge is often inaccessible to the majority of specialized professionals, including the teachers, we present some reflections in order to stimulate discussions aimed at the improvement of the conditions of education in this area. We examine the profile of evolutionary teaching in Brazil, based on questionnaires distributed to teachers in Secondary Education in the Federal District, on data provided by the "National Institute for Educational Studies and Research", and on information collected from teachers working in various regions of this country. Issues related to biological misconceptions, curriculum and didactic material are discussed, and some proposals are presented with the objective of aiding discussions aimed at the improvement of the teaching of evolutionary biology.

@article{doi101590s141547572004000100021,
    author = "Tidon, Rosana and Lewontin, Richard C",
    title = "Teaching evolutionary biology",
    year = "2004",
    journal = "Genetics and Molecular Biology",
    abstract = {Evolutionary Biology integrates several disciplines of Biology in a complex and interactive manner, where a deep understanding of the subject demands knowledge in diverse areas. Since this knowledge is often inaccessible to the majority of specialized professionals, including the teachers, we present some reflections in order to stimulate discussions aimed at the improvement of the conditions of education in this area. We examine the profile of evolutionary teaching in Brazil, based on questionnaires distributed to teachers in Secondary Education in the Federal District, on data provided by the "National Institute for Educational Studies and Research", and on information collected from teachers working in various regions of this country. Issues related to biological misconceptions, curriculum and didactic material are discussed, and some proposals are presented with the objective of aiding discussions aimed at the improvement of the teaching of evolutionary biology.},
    url = "https://doi.org/10.1590/s1415-47572004000100021",
    doi = "10.1590/s1415-47572004000100021",
    openalex = "W2109878198",
    references = "doi101111j001438202001tb00753x"
}

Abstract “Big” plant genera, those of 500 or more species, have not only occasioned interest among systematic botanists, but for geographical, ecological or horticultural reasons, have also become well­established popular concepts. Their size has rendered them difficult, if not impossible, to study in their entirety; there have been few full revisions since the nineteenth century. Despite their embodiment of significant taxonomic, biological and evolutionary questions, from the 1980s their importance has been more generally recognised, and recent technological and methodological developments have made it easier to come to grips with their study. This paper synthesizes growth impediments to our knowledge of these genera and possible approaches to studying them. Of the 57 genera currently thought to have 500 or more species, 22 of these were also considered in 1883 to be large (300 or more species). Others gained their prominence as a result of later exploration, some of it driven by enthusiasts. It is argued that comparisons of size, phenomena, and processes will only be possible by comprehensive study of the lineages comprising these genera and their immediate historical relatives; uncritical lists or relatively limited samples are not enough. Such studies will be of great scientific as well as cultural benefit.

@article{doi1023074135449,
    author = "Frodin, David G.",
    title = "History and concepts of big plant genera",
    year = "2004",
    journal = "Taxon",
    abstract = "Abstract “Big” plant genera, those of 500 or more species, have not only occasioned interest among systematic botanists, but for geographical, ecological or horticultural reasons, have also become well­established popular concepts. Their size has rendered them difficult, if not impossible, to study in their entirety; there have been few full revisions since the nineteenth century. Despite their embodiment of significant taxonomic, biological and evolutionary questions, from the 1980s their importance has been more generally recognised, and recent technological and methodological developments have made it easier to come to grips with their study. This paper synthesizes growth impediments to our knowledge of these genera and possible approaches to studying them. Of the 57 genera currently thought to have 500 or more species, 22 of these were also considered in 1883 to be large (300 or more species). Others gained their prominence as a result of later exploration, some of it driven by enthusiasts. It is argued that comparisons of size, phenomena, and processes will only be possible by comprehensive study of the lineages comprising these genera and their immediate historical relatives; uncritical lists or relatively limited samples are not enough. Such studies will be of great scientific as well as cultural benefit.",
    url = "https://doi.org/10.2307/4135449",
    doi = "10.2307/4135449",
    openalex = "W1970042452",
    references = "doi1010079783642143977, doi101017cbo9780511565557, doi101111j155856461949tb00010x, doi1023071222465, doi10230725065407, doi1043249780203996645, doi105860choice396411, doi105962bhltitle59991, doi105962bhltitle82303, doi107312pric91844, doi107312steb94536, openalexw1840956397, openalexw2094558211"
}

Deep avian evolutionary relationships have been difficult to resolve as a result of a putative explosive radiation. Our study examined approximately 32 kilobases of aligned nuclear DNA sequences from 19 independent loci for 169 species, representing all major extant groups, and recovered a robust phylogeny from a genome-wide signal supported by multiple analytical methods. We documented well-supported, previously unrecognized interordinal relationships (such as a sister relationship between passerines and parrots) and corroborated previously contentious groupings (such as flamingos and grebes). Our conclusions challenge current classifications and alter our understanding of trait evolution; for example, some diurnal birds evolved from nocturnal ancestors. Our results provide a valuable resource for phylogenetic and comparative studies in birds.

@article{doi101126science1157704,
    author = "Hackett, Shannon J. and Kimball, Rebecca T. and Reddy, Sushma and Bowie, Rauri C. K. and Braun, Edward L. and Braun, Michael J. and Chojnowski, Jena L. and Cox, W. Andrew and Han, Kin-Lan and Harshman, John and Huddleston, Christopher J. and Marks, Ben D. and Miglia, Kathleen J. and Moore, William S. and Sheldon, Frederick H. and Steadman, David W. and Witt, Christopher C. and Yuri, Tamaki",
    title = "A Phylogenomic Study of Birds Reveals Their Evolutionary History",
    year = "2008",
    journal = "Science",
    abstract = "Deep avian evolutionary relationships have been difficult to resolve as a result of a putative explosive radiation. Our study examined approximately 32 kilobases of aligned nuclear DNA sequences from 19 independent loci for 169 species, representing all major extant groups, and recovered a robust phylogeny from a genome-wide signal supported by multiple analytical methods. We documented well-supported, previously unrecognized interordinal relationships (such as a sister relationship between passerines and parrots) and corroborated previously contentious groupings (such as flamingos and grebes). Our conclusions challenge current classifications and alter our understanding of trait evolution; for example, some diurnal birds evolved from nocturnal ancestors. Our results provide a valuable resource for phylogenetic and comparative studies in birds.",
    url = "https://doi.org/10.1126/science.1157704",
    doi = "10.1126/science.1157704",
    openalex = "W2107555182",
    references = "doi101006mpev19980603, doi101038nrg1603, doi101093bioinformaticsbtl446, doi101093sysbio422182, doi101098rsbl20060523, doi101111j109600312003tb00387x, doi101111j10963642200600293x, doi1023072992540, doi102307jctt1xp3v3r, doi105962bhltitle14581, openalexw1569611434"
}

Many studies have shown that students' understanding of evolution is low and some sort of historical approach would be necessary in order to allow students to understand the theory of evolution. It is common to present Mendelian genetics to high school students prior to Biological Evolution, having in mind historical and epistemological assumptions regarding connections between the works of Gregor Mendel and Charles Darwin. It is often said that Darwin ‘lacked’ a theory of heredity and, therefore, he had not been able to produce the synthetic theory of evolution himself. Thus, schools could provide a prior basis for heredity, so that students could begin to study evolution with a proper background in genetics. We intend to review some research on the history of biology, attempting to show that, even if Darwin had had notice of Mendel's works — which we think he did — he would not have changed his views on heredity. We examine this belief and its possible origins, offer some considerations about Darwin's views on heredity, including his knowledge of the 3:1 ratio, the consequences for the work on Nature of Science (NOS), and finally give five reasons to consider alternative possibilities for curriculum development.

@article{doi1010800021926620099656164,
    author = "Bizzo, Nélio and El-Hani, Charbel Niño",
    title = "Darwin and Mendel: evolution and genetics",
    year = "2009",
    journal = "Journal of Biological Education",
    abstract = "Many studies have shown that students' understanding of evolution is low and some sort of historical approach would be necessary in order to allow students to understand the theory of evolution. It is common to present Mendelian genetics to high school students prior to Biological Evolution, having in mind historical and epistemological assumptions regarding connections between the works of Gregor Mendel and Charles Darwin. It is often said that Darwin ‘lacked’ a theory of heredity and, therefore, he had not been able to produce the synthetic theory of evolution himself. Thus, schools could provide a prior basis for heredity, so that students could begin to study evolution with a proper background in genetics. We intend to review some research on the history of biology, attempting to show that, even if Darwin had had notice of Mendel's works — which we think he did — he would not have changed his views on heredity. We examine this belief and its possible origins, offer some considerations about Darwin's views on heredity, including his knowledge of the 3:1 ratio, the consequences for the work on Nature of Science (NOS), and finally give five reasons to consider alternative possibilities for curriculum development.",
    url = "https://doi.org/10.1080/00219266.2009.9656164",
    doi = "10.1080/00219266.2009.9656164",
    openalex = "W2170627496",
    references = "doi101038091009b0, doi101038369716c0, doi1023072841583, doi105860choice295107, doi105860choice325693, doi105962bhltitle110800, doi105962bhltitle44575, doi105962bhltitle84435, openalexw1593551567, openalexw2491318968"
}

Evrim dini inanislarda tartismali bir konu oldugundan okullarda iyi bir sekilde ifade edilmez. Bu calismada,Turkiye’deki biyoloji ogretmenlerin ve ogrencilerin dini inanislariyla evrim teorisini hangi boyutta bagdastirdiklari kesfedilir.250 lise ogrencisi ve 38 lise biyoloji ogretmeninden (1) biyolojik evrimi kabul etme-reddetme ile bunlarin sebeplerini, (2)evrim-yaradilis teorileri ve biyoloji mufredatinda onlarin etkileri hakkinda tutumlarini, (3) ogretmenlerin gecmis egitimyasantilarini iceren bir anketi tamamlamalari istenilmistir. Bu arastirma betimsel olup ileride yapilacak olan calismalara yolgostermektedir. Sonuclar arastirmaya katilanlarin cogunun evrimi reddettiklerini ve evrimin reddedilmesinin sebebinin iseonlarin dini inanislari, evrime karsi ogretmenlerin tutumlari ve okullarda evrimin ogretimi ile guclu bir sekilde iliskilioldugunu gostermistir. Ogretmen ve ogrenciler ya bilimsel kitaplarda tanimlanilan evrim teorisine yada dini organizasyonlartarafindan savunulan yaradiliscilik gorusune inanmalari gerektigine inanmislardir. Onlar birini kabul ettiklerinde digerinireddetmek zorunda olduklarini dusunurler

@article{openalexw2152364534,
    author = "Köse, Esra Özay",
    title = "Biology Students' and Teachers’ Religious Beliefs and Attitudes Towards Theory of Evolution",
    year = "2010",
    journal = "Hacettepe Universitesi Egitim Fakultesi Dergisi-hacettepe University Journal of Education",
    abstract = "Evrim dini inanislarda tartismali bir konu oldugundan okullarda iyi bir sekilde ifade edilmez. Bu calismada,Turkiye’deki biyoloji ogretmenlerin ve ogrencilerin dini inanislariyla evrim teorisini hangi boyutta bagdastirdiklari kesfedilir.250 lise ogrencisi ve 38 lise biyoloji ogretmeninden (1) biyolojik evrimi kabul etme-reddetme ile bunlarin sebeplerini, (2)evrim-yaradilis teorileri ve biyoloji mufredatinda onlarin etkileri hakkinda tutumlarini, (3) ogretmenlerin gecmis egitimyasantilarini iceren bir anketi tamamlamalari istenilmistir. Bu arastirma betimsel olup ileride yapilacak olan calismalara yolgostermektedir. Sonuclar arastirmaya katilanlarin cogunun evrimi reddettiklerini ve evrimin reddedilmesinin sebebinin iseonlarin dini inanislari, evrime karsi ogretmenlerin tutumlari ve okullarda evrimin ogretimi ile guclu bir sekilde iliskilioldugunu gostermistir. Ogretmen ve ogrenciler ya bilimsel kitaplarda tanimlanilan evrim teorisine yada dini organizasyonlartarafindan savunulan yaradiliscilik gorusune inanmalari gerektigine inanmislardir. Onlar birini kabul ettiklerinde digerinireddetmek zorunda olduklarini dusunurler",
    openalex = "W2152364534"
}

Abstract The goal of this study was to explore Christian biology‐related majors' perceptions of conflicts between evolution and their religious beliefs. This naturalistic study utilized a case study design of 15 undergraduate biology‐related majors at or recent biology‐related graduates from a mid‐western Christian university. The broad sources of data were interviews, course documents, and observations. Outcomes indicate that most participants were raised to believe in creationism, but came to accept evolution through evaluating evidence for evolution, negotiating the literalness of Genesis, recognizing evolution as a non‐salvation issue, and observing professors as Christian role models who accept evolution. This study lends heuristic insight to researchers and educators seeking to understand the complex processes by which Christian biology‐related majors approach learning about evolution. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 1026–1049, 2011

@article{doi101002tea20417,
    author = "Winslow, Mark William and Staver, John R. and Scharmann, Lawrence C.",
    title = "Evolution and personal religious belief: Christian university biology‐related majors' search for reconciliation",
    year = "2011",
    journal = "Journal of Research in Science Teaching",
    abstract = "Abstract The goal of this study was to explore Christian biology‐related majors' perceptions of conflicts between evolution and their religious beliefs. This naturalistic study utilized a case study design of 15 undergraduate biology‐related majors at or recent biology‐related graduates from a mid‐western Christian university. The broad sources of data were interviews, course documents, and observations. Outcomes indicate that most participants were raised to believe in creationism, but came to accept evolution through evaluating evidence for evolution, negotiating the literalness of Genesis, recognizing evolution as a non‐salvation issue, and observing professors as Christian role models who accept evolution. This study lends heuristic insight to researchers and educators seeking to understand the complex processes by which Christian biology‐related majors approach learning about evolution. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 1026–1049, 2011",
    url = "https://doi.org/10.1002/tea.20417",
    doi = "10.1002/tea.20417",
    openalex = "W2057847083",
    references = "ayala2008science, doi101002tea20337, doi1015365joce1601602013, doi105860choice442655, openalexw1569351806"
}

Summary 1. Here, I present a new, multifunctional phylogenetics package, phytools, for the R statistical computing environment. 2. The focus of the package is on methods for phylogenetic comparative biology; however, it also includes tools for tree inference, phylogeny input/output, plotting, manipulation and several other tasks. 3. I describe and tabulate the major methods implemented in phytools, and in addition provide some demonstration of its use in the form of two illustrative examples. 4. Finally, I conclude by briefly describing an active web‐log that I use to document present and future developments for phytools. I also note other web resources for phylogenetics in the R computational environment.

@article{doi101111j2041210x201100169x,
    author = "Revell, Liam J.",
    title = "phytools: an R package for phylogenetic comparative biology (and other things)",
    year = "2011",
    journal = "Methods in Ecology and Evolution",
    abstract = "Summary 1. Here, I present a new, multifunctional phylogenetics package, phytools, for the R statistical computing environment. 2. The focus of the package is on methods for phylogenetic comparative biology; however, it also includes tools for tree inference, phylogeny input/output, plotting, manipulation and several other tasks. 3. I describe and tabulate the major methods implemented in phytools, and in addition provide some demonstration of its use in the form of two illustrative examples. 4. Finally, I conclude by briefly describing an active web‐log that I use to document present and future developments for phytools. I also note other web resources for phylogenetics in the R computational environment.",
    url = "https://doi.org/10.1111/j.2041-210x.2011.00169.x",
    doi = "10.1111/j.2041-210x.2011.00169.x",
    openalex = "W1605984840",
    references = "doi1010179781316276259010, doi10103844766, doi10108010635150802302427, doi101086284325, doi101086343873, doi101086383584, doi101086660020, doi101093bioinformaticsbtg412, doi101093bioinformaticsbtq706, doi101093oso97801985464120010001, doi101111j001438202003tb00285x, doi101111j15585646201001026x, doi10118614712105788, doi105860choice295104, openalexw1549853756, openalexw229097380"
}

The ninth edition of Scott F. Gilbert’s book con� firms its earlier established reputation as the most complete and qualified developmental biology text� book. It not only explains and beautifully illustrates information in practically all aspects of this science— both descriptive and experimental—it also contains sections that other textbooks commonly do not. This concerns the detailed chapter on developmental genetics and especially—what may be the main nov� elty of this edition—Chapter 4, devoted to systemic biology in its medicinal, ecological, and evolutionary aspects. The inclusion of such a section in a standard textbook is worthy of particular approval, since it

@article{doi101134s1062360411050043,
    author = "Belousov, L. V.",
    title = "Scott F. Gilbert—Developmental Biology, 2010, Sinauer Associates, Inc., Sunderland, MA Ninth Edition",
    year = "2011",
    journal = "Russian Journal of Developmental Biology",
    abstract = "The ninth edition of Scott F. Gilbert’s book con� firms its earlier established reputation as the most complete and qualified developmental biology text� book. It not only explains and beautifully illustrates information in practically all aspects of this science— both descriptive and experimental—it also contains sections that other textbooks commonly do not. This concerns the detailed chapter on developmental genetics and especially—what may be the main nov� elty of this edition—Chapter 4, devoted to systemic biology in its medicinal, ecological, and evolutionary aspects. The inclusion of such a section in a standard textbook is worthy of particular approval, since it",
    url = "https://doi.org/10.1134/s1062360411050043",
    doi = "10.1134/s1062360411050043",
    openalex = "W2041435551"
}

Although based on a single plastid region, our results establish a preliminary phylogenetic framework for Mimosa that can be used to infer patterns of morphological evolution and relationships and which provides pointers toward a revised infrageneric classification.

@article{doi103732ajb1000520,
    author = "Simon, Marcelo Fragomeni and Grether, Rosaura and de Queiroz, Luciano Paganucci and Särkinen, Tiina and Dutra, Valquíria Ferreira and Hughes, Colin E.",
    title = "The evolutionary history of Mimosa (Leguminosae): Toward a phylogeny of the sensitive plants",
    year = "2011",
    journal = "American Journal of Botany",
    abstract = "Although based on a single plastid region, our results establish a preliminary phylogenetic framework for Mimosa that can be used to infer patterns of morphological evolution and relationships and which provides pointers toward a revised infrageneric classification.",
    url = "https://doi.org/10.3732/ajb.1000520",
    doi = "10.3732/ajb.1000520",
    openalex = "W2146377788",
    references = "doi1023074135449"
}

PART I: EVOLUTION SINCE DARWIN Evolutionary Biology: 150 Years of Progress D.J.Futuyma Rethinking Darwin's Position in the History of Science P.J.Bowler Commentary 1: Where Are We? Historical Reflections on Evolutionary Biology in the Twentieth Century V.B.Smocovitis PART II: POPULATION, GENES, AND GENOMES The Concepts of 'Population' and 'Metapopulation' in Evolutionary Biology and Ecology R.L.Millstein Evolutionary Genetics: Progresses and Challenges J.G.Zhang Natural Selection and Coalescent Theory J.Wakeley On the Power of Comparative Genomics: Does Conservation Imply Function? B.Kolaczkowski & A.D.Kern Commentary 2: The Potential for Microorganisms and Experimental Studies in Evolutionary Biology D.E.Dykhuizen PART III: THE EVOLUTION OF FORM Limits on Rates of Adaptation: Why Is Darwin's Machine So Slow? M.Kirkpatrick Evolvability: The Missing Piece of the Neo-Darwinian Synthesis G.P.Wagner Embryos and Evolution: 150 Years of Reciprocal Illumination G.A.Wray PART IV: ADAPTATION AND SPECIATION Tradeoffs and Negative Correlations in Evolutionary Ecology A.Agrawal, J.K.Conner & S.Rasmann Elucidating Evolutionary Mechanisms in Plant--Insect Interactions: Key Residues as Key Innovations M.Berenbaum & M.A.Schuler Behavioral Ecology: The Natural History of Evolutionary Theory H.Kokko & M.D.Jennions Understanding the Origin of Species: Where Have We Been, Where Are We Going? R.G.Harrison Commentary 3: The Role of Ecology in Evolutionary Biology M.A.McPeek PART V: DIVERSITY AND THE TREE OF LIFE The Origin and Early Evolution of Life: Did It All Start in Darwin's Warm Little Pond? A.Lazcano Commentary 4: The Genomic Imprint of Endosymbiosis C.E.Lane Adaptive Radiation: The Interaction of Ecological Opportunity, Adaptation, and Speciation J.B.Losos & D.L.Mahler Phylogenetic Progress and Applications of the Tree of Life D.M.Hillis Paleontological Perspectives on Morphological Change P.J.Wagner The Geological History of Biodiversity M.Foote Commentary 5: Thinking about Diversity and Diversification: What If Biotic History Is Not Equilibrial? J.Cracraft PART VI: HUMAN EVOLUTION Hominid Paleobiology: How Has Darwin Done? T.D.White Darwin on the Role of Culture in Human Evolution P.J.Richerson & R.Boyd PART VII: APPLICATIONS OF EVOLUTIONARY BIOLOGY Applying Evolutionary Biology: From Retrospective Analysis to Direct Manipulation F.Gould Commentary 6: A Clade's-Eye View of Global Climate Change C.C.Davis, E.J.Edwards & M.J.Donoghue PART VIII: PROSPECTS Evolutionary Biology: The Next 150 Years H.E.Hoekstra Commentary 7: Towards a More Richly Integrated Biology C.Marshall Commentary 8: Balance between Organismal and Molecular Training J.Rest

@article{doi105860choice485062,
    title = "Evolution since Darwin: the first 150 years",
    year = "2011",
    journal = "Choice Reviews Online",
    abstract = "PART I: EVOLUTION SINCE DARWIN Evolutionary Biology: 150 Years of Progress D.J.Futuyma Rethinking Darwin's Position in the History of Science P.J.Bowler Commentary 1: Where Are We? Historical Reflections on Evolutionary Biology in the Twentieth Century V.B.Smocovitis PART II: POPULATION, GENES, AND GENOMES The Concepts of 'Population' and 'Metapopulation' in Evolutionary Biology and Ecology R.L.Millstein Evolutionary Genetics: Progresses and Challenges J.G.Zhang Natural Selection and Coalescent Theory J.Wakeley On the Power of Comparative Genomics: Does Conservation Imply Function? B.Kolaczkowski \& A.D.Kern Commentary 2: The Potential for Microorganisms and Experimental Studies in Evolutionary Biology D.E.Dykhuizen PART III: THE EVOLUTION OF FORM Limits on Rates of Adaptation: Why Is Darwin's Machine So Slow? M.Kirkpatrick Evolvability: The Missing Piece of the Neo-Darwinian Synthesis G.P.Wagner Embryos and Evolution: 150 Years of Reciprocal Illumination G.A.Wray PART IV: ADAPTATION AND SPECIATION Tradeoffs and Negative Correlations in Evolutionary Ecology A.Agrawal, J.K.Conner \& S.Rasmann Elucidating Evolutionary Mechanisms in Plant--Insect Interactions: Key Residues as Key Innovations M.Berenbaum \& M.A.Schuler Behavioral Ecology: The Natural History of Evolutionary Theory H.Kokko \& M.D.Jennions Understanding the Origin of Species: Where Have We Been, Where Are We Going? R.G.Harrison Commentary 3: The Role of Ecology in Evolutionary Biology M.A.McPeek PART V: DIVERSITY AND THE TREE OF LIFE The Origin and Early Evolution of Life: Did It All Start in Darwin's Warm Little Pond? A.Lazcano Commentary 4: The Genomic Imprint of Endosymbiosis C.E.Lane Adaptive Radiation: The Interaction of Ecological Opportunity, Adaptation, and Speciation J.B.Losos \& D.L.Mahler Phylogenetic Progress and Applications of the Tree of Life D.M.Hillis Paleontological Perspectives on Morphological Change P.J.Wagner The Geological History of Biodiversity M.Foote Commentary 5: Thinking about Diversity and Diversification: What If Biotic History Is Not Equilibrial? J.Cracraft PART VI: HUMAN EVOLUTION Hominid Paleobiology: How Has Darwin Done? T.D.White Darwin on the Role of Culture in Human Evolution P.J.Richerson \& R.Boyd PART VII: APPLICATIONS OF EVOLUTIONARY BIOLOGY Applying Evolutionary Biology: From Retrospective Analysis to Direct Manipulation F.Gould Commentary 6: A Clade's-Eye View of Global Climate Change C.C.Davis, E.J.Edwards \& M.J.Donoghue PART VIII: PROSPECTS Evolutionary Biology: The Next 150 Years H.E.Hoekstra Commentary 7: Towards a More Richly Integrated Biology C.Marshall Commentary 8: Balance between Organismal and Molecular Training J.Rest",
    url = "https://doi.org/10.5860/choice.48-5062",
    doi = "10.5860/choice.48-5062",
    openalex = "W1510507426"
}

Abstract 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 completing the course. By providing students with a course featuring a multifaceted approach to learning about evolution, students improved their understanding and decreased their overall misconceptions. A variety of instructional methods and assessment tools were utilized in the course, and it employed an active and historically rich pedagogical approach. Although student learning and understanding of evolutionary theory improved throughout the course, it did not alter the beliefs of students who commented both before and after the course that religious theories provided adequate explanation for the diversity of life. Interestingly, students who maintained this belief scored more poorly on the final examination than students who considered evolution as the best explanation for the diversity of life.

@article{doi101007s120520120416z,
    author = "Buckberry, Sam and da Silva, Karen Burke",
    title = "Evolution: Improving the Understanding of Undergraduate Biology Students with an Active Pedagogical Approach",
    year = "2012",
    journal = "Evolution Education and Outreach",
    abstract = "Abstract 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 completing the course. By providing students with a course featuring a multifaceted approach to learning about evolution, students improved their understanding and decreased their overall misconceptions. A variety of instructional methods and assessment tools were utilized in the course, and it employed an active and historically rich pedagogical approach. Although student learning and understanding of evolutionary theory improved throughout the course, it did not alter the beliefs of students who commented both before and after the course that religious theories provided adequate explanation for the diversity of life. Interestingly, students who maintained this belief scored more poorly on the final examination than students who considered evolution as the best explanation for the diversity of life.",
    url = "https://doi.org/10.1007/s12052-012-0416-z",
    doi = "10.1007/s12052-012-0416-z",
    openalex = "W2008180718"
}

@incollection{doi101007978940077654813,
    author = "Kampourakis, Kostas and Nehm, Ross H.",
    title = "History and Philosophy of Science and the Teaching of Evolution: Students’ Conceptions and Explanations",
    year = "2013",
    url = "https://doi.org/10.1007/978-94-007-7654-8\_13",
    doi = "10.1007/978-94-007-7654-8\_13",
    openalex = "W205109290",
    references = "doi101002sce3730660207, doi10106313050879, doi1010800021926620099656164, doi101086286983, doi101093auk1002507, doi101098rspb19790086, doi105860choice396411, doi105860choice415840, doi105962bhltitle59991, doi105962bhltitle82303, hull1978the, openalexw63161240"
}

@article{doi101007s1119101396261,
    author = "Ha, Minsu and Nehm, Ross H.",
    title = "Darwin’s Difficulties and Students’ Struggles with Trait Loss: Cognitive-Historical Parallelisms in Evolutionary Explanation",
    year = "2013",
    journal = "Science \& Education",
    url = "https://doi.org/10.1007/s11191-013-9626-1",
    doi = "10.1007/s11191-013-9626-1",
    openalex = "W2121059197",
    references = "doi101007978940077654813"
}

Two categories of evolutionary challenges result from escalating human impacts on the planet. The first arises from cancers, pathogens, and pests that evolve too quickly and the second, from the inability of many valued species to adapt quickly enough. Applied evolutionary biology provides a suite of strategies to address these global challenges that threaten human health, food security, and biodiversity. This Review highlights both progress and gaps in genetic, developmental, and environmental manipulations across the life sciences that either target the rate and direction of evolution or reduce the mismatch between organisms and human-altered environments. Increased development and application of these underused tools will be vital in meeting current and future targets for sustainable development.

@article{doi101126science1245993,
    author = "Carroll, Scott P. and Jørgensen, Peter Søgaard and Kinnison, Michael T. and Bergstrom, Carl T. and Denison, R. Ford and Gluckman, Peter D. and Smith, Thomas B. and Strauss, Sharon Y. and Tabashnik, Bruce E.",
    title = "Applying evolutionary biology to address global challenges",
    year = "2014",
    journal = "Science",
    abstract = "Two categories of evolutionary challenges result from escalating human impacts on the planet. The first arises from cancers, pathogens, and pests that evolve too quickly and the second, from the inability of many valued species to adapt quickly enough. Applied evolutionary biology provides a suite of strategies to address these global challenges that threaten human health, food security, and biodiversity. This Review highlights both progress and gaps in genetic, developmental, and environmental manipulations across the life sciences that either target the rate and direction of evolution or reduce the mismatch between organisms and human-altered environments. Increased development and application of these underused tools will be vital in meeting current and future targets for sustainable development.",
    url = "https://doi.org/10.1126/science.1245993",
    doi = "10.1126/science.1245993",
    openalex = "W2055586000",
    references = "doi101111j14209101200801681x"
}

The central importance of evolution to all biological sciences is recognised by many authors. Despite this scientific consensus, the theory of evolution is commonly presented as one discrete topic among many in the biology curriculum. Possible reasons for this scenario include discomfort with the content, ideological opposition and teachers’ difficulties in concepts identified as essential for the understanding of evolution. In evolution education, there is a well-established literature on these aspects, but little has been discussed about the historical and philosophical issues concerning the challenges to the centrality of evolution in biology teaching. In this article, I argue that evolution at both basic and higher education levels is strongly based on the original evolutionary synthesis, with a focus on population genetics, and this is one of the reasons for the failure in establishing the centrality of evolution in biology teaching. Given the diversity and complexity of contemporary evolution theory, a more pluralistic perspective to evolutionary teaching is required. I propose that a causally pluralistic evolutionary worldview, which expands the range of causal factors contributing to evolutionary change, is essential when it comes to establishing the centrality of evolution in biology teaching.

@article{doi1010800021926620201757486,
    author = "Araújo, Leonardo Augusto Luvison",
    title = "The centrality of evolution in biology teaching: towards a pluralistic perspective",
    year = "2020",
    journal = "Journal of Biological Education",
    abstract = "The central importance of evolution to all biological sciences is recognised by many authors. Despite this scientific consensus, the theory of evolution is commonly presented as one discrete topic among many in the biology curriculum. Possible reasons for this scenario include discomfort with the content, ideological opposition and teachers’ difficulties in concepts identified as essential for the understanding of evolution. In evolution education, there is a well-established literature on these aspects, but little has been discussed about the historical and philosophical issues concerning the challenges to the centrality of evolution in biology teaching. In this article, I argue that evolution at both basic and higher education levels is strongly based on the original evolutionary synthesis, with a focus on population genetics, and this is one of the reasons for the failure in establishing the centrality of evolution in biology teaching. Given the diversity and complexity of contemporary evolution theory, a more pluralistic perspective to evolutionary teaching is required. I propose that a causally pluralistic evolutionary worldview, which expands the range of causal factors contributing to evolutionary change, is essential when it comes to establishing the centrality of evolution in biology teaching.",
    url = "https://doi.org/10.1080/00219266.2020.1757486",
    doi = "10.1080/00219266.2020.1757486",
    openalex = "W3023288408",
    references = "doi1010800021926620099656164, doi101093aesa383396, doi101093oso97801951223430010001, doi101098rspb19790086, doi101098rspb20151019, doi101126science13434891501, doi1023071439305, doi102307jctvjsf433, doi107312steb94536, doi107551mitpress97802625136780010001"
}

Secondary school teaching of evolution through natural selection is very important because for most people, it is the only formal introduction to the scientific understanding of this theory. However, there are major concerns over its unsatisfactory teaching. In several European countries, including the Flanders region in Belgium, natural selection is treated as a side-topic that is referred to only after all other biological content has been covered. It has been suggested that improved understanding can be achieved by teaching it in a more integrated manner throughout the biology curriculum, as is largely the case in the Netherlands. We tested this hypothesis by a standardised comparison of the understanding of natural selection between university freshmen who had completed high level biology secondary education in Flanders or the Netherlands. We used the Conceptual Inventory of Natural Selection (CINS), designed to measure the understanding of 10 underlying key concepts (KC), including four core concepts (CC), and the magnitude of alternative conceptions. Regression analysis was used to control for potentially confounding student parameters. Dutch graduates indeed obtained a significantly higher CINS-score than Flemish graduates. They also scored significantly higher on eight key concepts. The 10 KC were employed to varying degrees, with the relative rank being highly comparable between both student populations, and the CC origin of variation and variation inheritable, both linked to genetics, being more challenging than the CC existence of variation and differential survival. The relative frequency of alternative conceptions elicited by the CINS was almost identical in both student populations.

@article{doi1010800950069320201773005,
    author = "Pinxten, Rianne and Vandervieren, Ellen and Janssenswillen, Paul",
    title = "Does integrating natural selection throughout upper secondary biology education result in a better understanding? A cross-national comparison between Flanders, Belgium and the Netherlands",
    year = "2020",
    journal = "International Journal of Science Education",
    abstract = "Secondary school teaching of evolution through natural selection is very important because for most people, it is the only formal introduction to the scientific understanding of this theory. However, there are major concerns over its unsatisfactory teaching. In several European countries, including the Flanders region in Belgium, natural selection is treated as a side-topic that is referred to only after all other biological content has been covered. It has been suggested that improved understanding can be achieved by teaching it in a more integrated manner throughout the biology curriculum, as is largely the case in the Netherlands. We tested this hypothesis by a standardised comparison of the understanding of natural selection between university freshmen who had completed high level biology secondary education in Flanders or the Netherlands. We used the Conceptual Inventory of Natural Selection (CINS), designed to measure the understanding of 10 underlying key concepts (KC), including four core concepts (CC), and the magnitude of alternative conceptions. Regression analysis was used to control for potentially confounding student parameters. Dutch graduates indeed obtained a significantly higher CINS-score than Flemish graduates. They also scored significantly higher on eight key concepts. The 10 KC were employed to varying degrees, with the relative rank being highly comparable between both student populations, and the CC origin of variation and variation inheritable, both linked to genetics, being more challenging than the CC existence of variation and differential survival. The relative frequency of alternative conceptions elicited by the CINS was almost identical in both student populations.",
    url = "https://doi.org/10.1080/09500693.2020.1773005",
    doi = "10.1080/09500693.2020.1773005",
    openalex = "W3038159363",
    references = "doi101007978940077654813"
}

Abstract Background To teach evolution efficiently teachers must be able to diagnose their students’ ideas and understanding of the phylogeny of organisms. This encompasses different facets of content-specific professional knowledge, that is, knowledge about core ideas and theories, as well as knowledge about respective misconceptions. However, as findings from the field of psychology have shown, diagnostic activities comprise a further facet, namely, teachers’ judgment accuracy. This refers to the question of whether achievement-irrelevant information about the student influences teachers’ diagnoses. Against this background we conducted a study (1) to assess trainee teachers’ abilities to diagnose (a) the scientific correctness of students’ written answers, (b) students’ misconceptions about evolution, and (2) to investigate the interplay of evolution specific and generic facets of professional knowledge during the diagnosis. For this purpose, we applied a digital instrument, the Student Inventory (SI). Using this instrument, the trainee teachers (N = 27) first diagnosed written answers (N = 6) from virtual students regarding their scientific correctness and regarding students’ misconceptions about the natural selection of the peppered moth. Second, to test for judgment accuracy, the trainee teachers received—via the SI—achievement-irrelevant information about each virtual student, that is, the previous result of a multiple-choice questionnaire about evolution, before diagnosing the written answers. Results The trainee teachers were able to distinguish between scientifically correct (90.8%) and scientifically incorrect (91.7%) written answers. Trainee teachers faced problems when diagnosing specific misconceptions categories. Anthropomorphic misconceptions were diagnosed significantly more often (61.1%) than teleological misconceptions (27.8%). The achievement-irrelevant information influenced the trainee teachers’ assessment of written answers (F [1,26] = 5.94, p <.022, η 2 =.186) as they scored the written answers higher if the performance in the questionnaire was good and vice versa. Conclusion The findings indicate that the diagnosis is easier or more difficult depending on the particular misconception category. However, the findings also reveal that, besides the evolution-specific facets of professional knowledge, generic facets interrelate with the quality of the diagnosis result. We conclude from these findings that an integration of evolution-specific and generic knowledge into the education of biology teachers is critical.

@article{doi101186s12052021001440,
    author = "Fischer, Julian and Jansen, Thorben and Møller, Jens and Harms, Ute",
    title = "Measuring biology trainee teachers’ professional knowledge about evolution—introducing the Student Inventory",
    year = "2021",
    journal = "Evolution Education and Outreach",
    abstract = "Abstract Background To teach evolution efficiently teachers must be able to diagnose their students’ ideas and understanding of the phylogeny of organisms. This encompasses different facets of content-specific professional knowledge, that is, knowledge about core ideas and theories, as well as knowledge about respective misconceptions. However, as findings from the field of psychology have shown, diagnostic activities comprise a further facet, namely, teachers’ judgment accuracy. This refers to the question of whether achievement-irrelevant information about the student influences teachers’ diagnoses. Against this background we conducted a study (1) to assess trainee teachers’ abilities to diagnose (a) the scientific correctness of students’ written answers, (b) students’ misconceptions about evolution, and (2) to investigate the interplay of evolution specific and generic facets of professional knowledge during the diagnosis. For this purpose, we applied a digital instrument, the Student Inventory (SI). Using this instrument, the trainee teachers (N = 27) first diagnosed written answers (N = 6) from virtual students regarding their scientific correctness and regarding students’ misconceptions about the natural selection of the peppered moth. Second, to test for judgment accuracy, the trainee teachers received—via the SI—achievement-irrelevant information about each virtual student, that is, the previous result of a multiple-choice questionnaire about evolution, before diagnosing the written answers. Results The trainee teachers were able to distinguish between scientifically correct (90.8\%) and scientifically incorrect (91.7\%) written answers. Trainee teachers faced problems when diagnosing specific misconceptions categories. Anthropomorphic misconceptions were diagnosed significantly more often (61.1\%) than teleological misconceptions (27.8\%). The achievement-irrelevant information influenced the trainee teachers’ assessment of written answers (F [1,26] = 5.94, p <.022, η 2 =.186) as they scored the written answers higher if the performance in the questionnaire was good and vice versa. Conclusion The findings indicate that the diagnosis is easier or more difficult depending on the particular misconception category. However, the findings also reveal that, besides the evolution-specific facets of professional knowledge, generic facets interrelate with the quality of the diagnosis result. We conclude from these findings that an integration of evolution-specific and generic knowledge into the education of biology teachers is critical.",
    url = "https://doi.org/10.1186/s12052-021-00144-0",
    doi = "10.1186/s12052-021-00144-0",
    openalex = "W3164313363",
    references = "doi101007978940077654813"
}

Für Darwin, written in the early 1860s by the German zoologist and Darwinist Fritz Müller, articulates many of the concepts foundational to the contemporary field of evolutionary developmental biology, or evo-devo. Working on the Brazilian coast offered him refuge from both religious conservatism and the "great market" of Prussian academic science. Here, Müller studied the developmental stages of crustacea and used these meticulous observations to critique the extant literature on classification. In so doing, he both provided evidence for Darwin's theory, and extended it to larval forms. In this essay, we situate Für Darwin, published in English as Facts and Arguments for Darwin in 1869, within the landscape of nineteenth century biology. We propose that Für Darwin is a remarkably prophetic text in the history of developmental biology given its sharp insight into the relationship between development and evolution (ontogeny and phylogeny), its many contributions to crustacean biology, and Müller's deep appreciation of the danger of scientific dogma.

@article{doi101016jydbio202503001,
    author = "Gilbert, Scott F and Steinert, Beatrice",
    title = "The anlagen of evo-devo in Fritz Müller's Für Darwin (1864).",
    year = "2025",
    journal = "Developmental biology",
    abstract = {Für Darwin, written in the early 1860s by the German zoologist and Darwinist Fritz Müller, articulates many of the concepts foundational to the contemporary field of evolutionary developmental biology, or evo-devo. Working on the Brazilian coast offered him refuge from both religious conservatism and the "great market" of Prussian academic science. Here, Müller studied the developmental stages of crustacea and used these meticulous observations to critique the extant literature on classification. In so doing, he both provided evidence for Darwin's theory, and extended it to larval forms. In this essay, we situate Für Darwin, published in English as Facts and Arguments for Darwin in 1869, within the landscape of nineteenth century biology. We propose that Für Darwin is a remarkably prophetic text in the history of developmental biology given its sharp insight into the relationship between development and evolution (ontogeny and phylogeny), its many contributions to crustacean biology, and Müller's deep appreciation of the danger of scientific dogma.},
    url = "https://pubmed.ncbi.nlm.nih.gov/40044107/",
    doi = "10.1016/j.ydbio.2025.03.001",
    openalex = "W4408105666",
    pmid = "40044107",
    references = "doi101006dbio20020789, doi101007s1073900465105, doi101046j1525142x200303040x, doi101093oso97801950644760010001, doi101126science55141255, doi101242dev00155, doi101242dev104supplement147, doi101387ijdb8735931, doi105962bhltitle68064, doi107208chicago97802260471330010001"
}

Evolution education seeks to help students develop scientifically adequate explanations of evolutionary adaptations. Those explanations are usually thought to entail only processes that act independently of organism agency, such as genetic mutation, inheritance, and selection. However, the role of organism agency in evolutionary outcomes has been reconsidered by evolutionary biologists in recent decades. We suggest that this agential perspective offers new potential and implications for evolution education. To explore this potential, we developed the assessment tool EvoFlex. It aims to identify students’ ability to flexibly and adequately integrate the role of organism agency across cases of evolutionary adaptation. We implemented this assessment tool with preservice biology teachers, followed by interviews with a subset of respondents. Results indicate that many participants could recognise the scientifically adequate integration of organism agency across cases, despite not being specifically trained in this perspective. However, other students were also prone to disregard any role of organism agency, or they had difficulty thinking about what role it might play in evolution. Our results highlight that the agential perspective has potential in evolution education and point to several future directions in educational research and practice.

@article{doi1010800021926620252486963,
    author = "Hanisch, Susan and Eirdosh, Dustin and Galli, Leonardo González and Hartelt, Tim and Pérez, Gastón and Cupo, Betina",
    title = "Understanding agency in evolutionary explanations: an assessment tool for biology education",
    year = "2025",
    journal = "Journal of Biological Education",
    abstract = "Evolution education seeks to help students develop scientifically adequate explanations of evolutionary adaptations. Those explanations are usually thought to entail only processes that act independently of organism agency, such as genetic mutation, inheritance, and selection. However, the role of organism agency in evolutionary outcomes has been reconsidered by evolutionary biologists in recent decades. We suggest that this agential perspective offers new potential and implications for evolution education. To explore this potential, we developed the assessment tool EvoFlex. It aims to identify students’ ability to flexibly and adequately integrate the role of organism agency across cases of evolutionary adaptation. We implemented this assessment tool with preservice biology teachers, followed by interviews with a subset of respondents. Results indicate that many participants could recognise the scientifically adequate integration of organism agency across cases, despite not being specifically trained in this perspective. However, other students were also prone to disregard any role of organism agency, or they had difficulty thinking about what role it might play in evolution. Our results highlight that the agential perspective has potential in evolution education and point to several future directions in educational research and practice.",
    url = "https://doi.org/10.1080/00219266.2025.2486963",
    doi = "10.1080/00219266.2025.2486963",
    openalex = "W4409391338",
    references = "doi1010800021926620201757486"
}

@article{doi1010800021926620252574567,
    author = "Silva, Heslley Machado",
    title = "Epistemological and sociocultural challenges in the teaching of evolution: an analysis of Argentine biology teachers’ discourse",
    year = "2025",
    journal = "Journal of Biological Education",
    url = "https://doi.org/10.1080/00219266.2025.2574567",
    doi = "10.1080/00219266.2025.2574567",
    openalex = "W4415430941",
    references = "doi1010800021926620201757486"
}