Table 1 Schematic outlining the content of the work phase activities for the four different SoW.

From: A RCT for assessment of active human-centred learning finds teacher-centric non-human teaching of evolution optimal

SoW

Lesson 1

Lesson 2

Lesson 3

Lesson 4

1

Quantitative investigation of variation of traits within the class.

Investigating natural selection in peppered moths. Student-centred “hands on” hunting activity

Investigating geological time. Toilet roll timeline

Investigating homology and common ancestry. Non-human Trilobite activity

2

Quantitative investigation of variation of traits within the class.

Investigating natural selection in peppered moths. Student-centred “hands on” hunting activity

Investigating geological time. Toilet roll timeline

Investigating homology and common ancestry. Human-centred pentadactyl limb activity

3

Quantitative investigation of variation of traits within the class.

Investigating natural selection in peppered moths. Teacher-centred PowerPoint

Investigating geological time. Toilet roll timeline

Investigating homology and common ancestry. Non-human Trilobite activity

4

Quantitative investigation of variation of traits within the class.

Investigating natural selection in peppered moths. Teacher-centred PowerPoint

Investigating geological time. Toilet roll timeline

Investigating homology and common ancestry. Human-centred pentadactyl limb activity

  1. Lesson 1 and Lesson 3 were constant in all SoW. There were two different main activities in Lesson 2 and 4, giving a total of 4 different pathways for use in schools. In italics are the classification of the activity.
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