Confronting Student Misconceptions   in a Large Class - by Dan Udovic Why I like this activity There are several things that I think are really important in this activity. First, we are getting students to discuss the merits of various alternative explanations of evolutionary phenomena. The responses that they are critiquing are the kinds of statements that we see every year on tests. This exercise gives them the opportunity to consider both with their peers, small-groups, and in the large group discussion, why those statements are not correct. The fact that the answers were written by students helps them recognize that they are commonly held beliefs. Another important aspect of this activity is that students get to learn from each other. As they discuss the problems with particular "answers", they practice recognizing flawed reasoning. Working together on a difficult task also helps them see that not everybody thinks the way they do. This is an important lesson in and of itself, but it also helps students understand why we combine a variety of teaching approaches in this course. It also makes a deep point about the way that science works: multiple people working on the same problem from different perspectives, all making valuable contributions. One of the things that is most useful about this particular activity is that it takes advantage of the students heterogeneity during the small-group work and at the same time helps to homogenize the large group discussion. Within a small-group there may be a diversity of viewpoints about the mechanisms of evolution and whether or not evolution occurs at all. However, once the group talks about it and forms a consensus opinion--if they are able to reach consensus, and they generally are--then the class as a whole can address those issues in a less threatening way. Because group decisions are reported to the class individuals have some protection from being embarrassed. It is as if students get to test their opinion in a small group and then the group as a whole gets to report to the class. This is not to say that they are always right but the responses are generally well thought out so that specific problems can be identified and addressed. Mostly this type of exercise is about assessing understanding at several different levels. First, each student assesses his/her understanding of some difficult biological ideas. Second, students assess each other, getting a better understanding of what their peers think and how their ideas on this topic have been shaped. Finally I assess my own understanding of what students know and how they learn. The results are usually illuminating and often surprising. Tell me more about this activity: A general description Some advice and reflections on this activity Why I like this activity Small group evolution handout More about Dan Udovic

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