Sentence examples for evolution discussion from inspiring English sources

Our human evolution discussion was designed to teach students how natural selection operates.

evolution knowledge construction, characterization of the methodology validation in science evolution, discussion about proof in science, questioning (other questions, more precise questions); call misconceptions into question.

We encourage the incorporation of AL and TCC methods before the human evolution discussion to familiarize students with a more interactive classroom environment.

A number of veterans of the old evolution discussion groups started up their own journals known first as web logs, and then, finally, as blogs (Goldstein 2009).

In our course, we preceded the human evolution discussion with a lecture that emphasized there are three requirements for natural selection: variation for a trait in a population, heritability of the trait, and differential reproductive success.

Then we completed this assessment with a location and an integration of other epistemological change indicators in the following discourses: evolution knowledge construction, characterization of the methodology validation in science evolution, discussion about proof in science, questioning (other questions, more precise questions); call misconceptions into question.

At RWU, 78% of the combined student responders (mean biology majors + nonmajors) preferred science courses where evolution is discussed comprehensively and humans are part of it; 10% preferred evolution discussions about plants and animals but not humans, and 12% did not know enough to say.

At PC, 87% of the combined student responders welcomed the teaching of human evolution; 6% preferred evolution discussions about plants and animals but not humans, and 8% did not know enough to say.

Although 11% of RWU and 12% of PC freshmen preferred evolution discussions about plants and animals but not humans, this opinion dropped to 2% (r = 0.79, P = 0.21) and 3% (r = 0.74, P = 0.25) among seniors, respectively.

Seventy-eight percent of the combined student responders (n = 461, biology majors n = 234, nonmajors n = 227) preferred science courses where evolution is discussed comprehensively and humans are part of it (Fig. 3a); 10% preferred evolution discussions about plants and animals but not humans; the remaining 12% did not know enough to say (chi-square = 11.879, df = 2, P value ≤ 0.01).

About one tenth or less of the combined freshman, sophomore, junior, or senior responders preferred evolution discussions about plants and animals but not humans; note that more RWU sophomores than their counterparts at PC agreed with this view (sign test two-tail pairwise comparison P ≤ 0.05).