TEACH GENETICS TO UNDERSTAND EVOLUTION, suggest researchers, according
to reports in University of Bath Research News 22 May 2017, ScienceDaily, 23 May
2017, and PLoS Biology doi:10.1371/journal.pbio.2002255 23 May 2017.
Researchers at Milner Centre for Evolution, University of Bath, UK were
considering the best way to help high school students understand evolution. They
suggested that teaching genetics prior to teaching evolution would help. They
introduced their report with: “As microevolution may be configured as a branch
of genetics, it being a short conceptual leap from understanding the concepts of
mutation and alleles (i.e., genetics) to allele frequency change (i.e.,
evolution), we hypothesised that learning genetics prior to evolution might
improve student understanding of evolution”. (Items in brackets in original
text.) To test this theory they recruited teachers in schools in southern
England who taught science to students of ages 14 to 16. The teachers were asked
to teach either genetics first or evolution first. The study involved nearly
2,000 students in 78 classes from 23 schools. The University of Bath researchers
then assessed how much the students understood evolution, and found there was
better understanding in the groups that were taught genetics first. However, the
order of teaching the topics did not make any difference to students’ belief in
evolution. According to University of Bath News the researchers conducted follow
up studies with the students in focus groups and reported “acceptance is heavily
conditioned by authority figures (teachers, TV personalities, religious figures)
and the correlation between the students’ understanding of evolution and their
acceptance of it is weak”.
Links: PLoS,
Science
Daily, University
of Bath
ED. COM. So, teaching genetics did not make students believe
in evolution if they didn’t already do so. Could it be that teaching genetics
before evolution actually exposes the fact that genetics shows evolution won’t
work? It certainly did for this editor who after graduating following three
years of genetics, could only conclude, as our evolutionist professor had
stated, there is no evidence for any mechanism of evolution in genetics.
The
researchers were studying students’ understanding of “allele frequency change”.
Alleles are variations of already existing genes, and the number of individuals
within a population that have each variation will differ over the generations as
some individuals die out and others reproduce and pass on their alleles. This
results in an “allele frequency change”, but it seems some students were smart
enough to know that this does not actually explain what the theory of evolution
is really about, i.e. non-living chemicals turning into cells, which turn into
worms, which eventually become university researchers, via fish, reptiles and
apes. That kind of change has never been observed, so it is no surprise that
students depend on “authority figures” to tell them whether it did or did not
happen. However, teachers, TV personalities and religious leaders were not there
to observe how living things came into being. The only thing they can, and
should be doing is to direct students to the written word of the ultimate
Authority Figure, the Creator and Lord, Jesus Christ, who was there, and will
judge earthly authority figures for whether they helped or hindered students to
finding the truth. Creation Research.
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