“I think”: integrating project-based learning and case study to teach fundamentals of evolutionary tree-thinking

Abstract

Abstract The theory and practice of evolutionary tree-thinking is pervasive through many scientific fields and is a critical component of biological literacy. Many elements of tree-thinking are introduced early in undergraduate biology education. However, basic concepts are often not revisited/reinforced and are assumed to have been fully conceptually grasped in upper-level courses and beyond. Here, we present a project-based activity that we developed to aid upper-level biology students to learn, conceptualize, and practice tree-thinking. This approach allows them to identify the misconceptions that they may have about tree-thinking, while reinforcing the theories and concepts that they may have encountered in introductory courses. It also integrates several pedagogical styles (instructor-led and student-centered), along with an organismal case study to make concepts concrete and realistic to students.