Using the logical basis of phylogenetics as the framework for teaching biology

• Autor(a) principal: Santos, Charles Morphy D.
• Data de Publicação: 2008
• Outros Autores: Calor, Adolfo R.
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Papéis Avulsos de Zoologia (Online)
• Texto Completo: https://www.revistas.usp.br/paz/article/view/33724
• topic: cladograma; ensino de ciências; evolução; filosofia das ciências; sistemática filogenética; cladogram; evolution; philosophy of sciences; phylogenetic systematics; science teaching

The influence of the evolutionary theory is widespread in modern worldview. Due to its great explanatory power and pervasiveness, the theory of evolution should be used as the organizing theme in biology teaching. For this purpose, the essential concepts of phylogenetic systematics are useful as a didactic instrument. The phylogenetic method was the first objective set of rules to implement in systematics the evolutionary view that the organisms are all connected at some hierarchical level due to common ancestry, as suggested by Darwin and Wallace. Phylogenetic systematics was firstly proposed by the German Entomologist Willi Hennig in 1950 and had considerably importance in the decrease of the role of essentialism and subjectivity in classificatory studies, becoming one of the paradigms in biological systematics. Based on cladograms, a general phylogenetic reference system allows to the depiction and representation of large amounts of biological information in branching diagrams. Besides, the phylogenetic approach sheds light upon typical misconceptions concerning evolution and related concepts that directly affect students' comprehension about the evolutionary process and the hierarchical structure of the living world. The phylogenetic method is also a form of introducing students to some of the philosophical and scientific idiosyncrasies, providing them the ability to understand concepts such as hypothesis, theory, paradigm and falsifiability. The students are incited to use arguments during the process of accepting or denying scientific hypotheses, which overcomes the mere assimilation of knowledge previously elaborated.