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Considering Adaptation and the 'Function' of Traits in the Classroom, Using Wild Tools

机译：使用野性工具考虑课堂中的适应和特质的“功能”

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The conceptual understanding of the process of adaptation (whereby a population becomes better suited to its environment over evolutionary time) is acknowledged to be a difficult one. Many studies have shown that there is an inherent misunderstanding of the term, which is often related to the learner adopting the common rather than biological usage of the term in the learner's language. But understanding adaptation is essential to understanding evolution, and learners need to be encouraged to understand how to relate hypotheses of the "function" of a trait shown by an individual with the environment in which the individual lives. Here, I describe a practical which encourages a class of learners to create their own organisms, through a series of steps by which they create functional explanations of morphology and behavior. Using a branching process whereby groups of students are split into smaller and smaller subgroups, an artificial phylogeny is created. A wiki system is then used to emphasize how individual species and groups of species are related. The relationship of this practical to problems of tree-thinking is discussed.
机译：人们认识到对适应过程的概念理解（从而使种群随着进化的时间变得更适合其环境）。许多研究表明，该术语存在一种固有的误解，通常与学习者在学习者的语言中采用该术语的常见用法而非生物学用法有关。但是了解适应对理解进化至关重要，需要鼓励学习者了解如何将个人所表现出的特征的“功能”假说与个人生活环境联系起来。在这里，我描述了一种实践方法，它通过一系列步骤来鼓励一类学习者创造自己的有机体，通过这些步骤，他们可以对形态和行为进行功能性的解释。使用将学生群体分成越来越小的亚组的分支过程，创建了人工系统发育。然后使用Wiki系统来强调单个物种和物种组之间的关系。讨论了此实用程序与树思考问题之间的关系。

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