Biography:

Nelio Bizzo is a full professor of Science Education at the University of Sao Paulo (Brazil), Researcher of the National Council of Research (CNPq, Brazil), and Fellow of the Institute of Biology (London). With a degree in Biology (USP) and Master in Evolutionary Biology (USP), he was a doctoral student at the University of Liverpool (UK), when he carried out research with Charles Darwins papers kept in the Manuscripts Room (University of Cambridge Library). He presented a thesis entitled History of Darwinism and Teaching Evolution to the Faculty of Education of the University of Sao Paulo (1991). He had a post-doctoral period of studies in 1993 in the University of Leeds (UK). He wrote several papers and books, especially in the subject of Darwinian studies, organised a major international conference on science education (X IOSTE Symposium, 2002), and became president of the International Organisation for Science and Technology Education (IOSTE), in the period 2004-2006. In Brazil he was the Secretary of Education and Member of the National Council of Education (2000-2004). He organised and took part in an excursion to the same places Charles Darwin had been in the Andes in March-April 1835, which became a TV documentary, produced by the leading public TV channel in Brazil (Darwin nos Andes, TV Cultura, So Paulo, 2002). His research interests include History of Science and Education, and he is currently involved with several disciplines for undergraduate and graduate students.

Abstract:

Abstract title: Darwin and Mendel, Evolution and Genetics Revisiting historical assumptions and educational consequences

Many studies have showed that students understanding of evolution is low and some sort of historical approach would be necessary in order to allow students to understand the theory of evolution. It is common to present Mendelian Genetics to high school students prior to Biological Evolution, having in mind historical and epistemological assumptions regarding connections between the works of Gregor Mendel and Charles Darwin. It is often said that Darwin lacked a theory of heredity, and, therefore, he has not been able to produce the synthetic theory of evolution himself. Thus, school could provide a prior basis on heredity, so that students could begin to study evolution with a proper background on genetics. Pieces of research on the history of biology are revised, trying to show that, even if Darwin had had notice of Mendels works there is sound evidence that he in fact did he would not have changed his views on heredity. We examine this belief and its possible origins, offer some considerations about Darwins views on heredity, including his knowledge of the 3:1 ratio, consequences for the work on Nature of Science (NOS), and finally give five reasons to consider alternative possibilities to address the theory of evolution at schools.