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Posts Tagged ‘99%

I was taught a lot as an undergraduate majoring in biology. Not all of it was true.
 

 
One thing that a lecturer taught me was this factoid: Human DNA is almost 99% identical to chimpanzee. That has stuck with me because it was so jarring.

The lesson then was that it took just 1% of evolutionary tweaking and protein-making difference to have a human. Back then I just took an expert’s word for it.

Today I have YouTube condensing the work and critique of several experts. The video below was built from five published references.


Video source

The main takeaway from the video is that the absolute number (99%) is misleading. The number was derived under conditions like ignoring portions of genomes and arbitrary rules so that the number is neither valid nor reliable. Change the rules and the number changes.

The larger issue is how students today might still be taught: From old textbooks, with outdated pedagogy, and without access to more than one source of information.

The biggest sin of any teacher is focusing just on content. This means the delivery of information and the testing by regurgitation of it.

Content is (or it should be) a means to an end. The end is not to reproduce that content in a test because information can be challenged and knowledge can change. Content should be a way to teach thinking.

The teaching of content today should not just be learning-about. It should focus on learning-to-be. In the chimpanzee and human DNA example, it is not just learning about the 99% factoid. It is about asking critical questions about it and knowing how to find valid and reliable answers to those questions.

Rising above, the teaching of a juicy factoid like human DNA is 99% chimpanzee stems from the pedagogy of answers and the attempt to engage students with interesting nuggets. The critique of such a factoid starts with the pedagogy of questions and continues with the empowerment of students to think and act critically.


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