Margaret M. Yacobucci - Böcker
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2 produkter
2 produkter
557 kr
Skickas inom 7-10 vardagar
Although the species is one of the fundamental units of biological classification, there is remarkably little consensus among biologists about what defines a species, even within distinct sub-disciplines. The literature of paleobiology, in particular, is littered with qualifiers and cautions about applying the term to the fossil record or equating such species with those recognized among living organisms. In Species and Speciation in the Fossil Record, experts in the field examine how they conceive of species of fossil animals and consider the implications these different approaches have for thinking about species in the context of macroevolution. After outlining views of the Modern Synthesis of evolutionary disciplines and detailing the development within paleobiology of quantitative methods for documenting and analyzing variation within fossil assemblages, contributors explore the challenges of recognizing and defining species from fossil specimens and offer potential solutions.Addressing both the tempo and mode of speciation over time, they show how with careful interpretation and a clear species concept, fossil species may be sufficiently robust for meaningful paleobiological analyses. Indeed, they demonstrate that the species concept, if more refined, could unearth a wealth of information about the interplay between species origins and extinctions, between local and global climate change, and greatly deepen our understanding of the evolution of life.
234 kr
Skickas inom 7-10 vardagar
People hold a variety of prior conceptions that impact their learning. Prior conceptions that include erroneous or incomplete understandings represent a significant barrier to durable learning, as they are often difficult to change. While researchers have documented students' prior conceptions in many areas of geoscience, little is known about prior conceptions involving paleontology. In this Element, data on student prior conceptions from two introductory undergraduate paleontology courses are presented. In addition to more general misunderstandings about the nature of science, many students hold incorrect ideas about methods of historical geology, Earth history, ancient life, and evolution. Of special note are student perceptions of the limits of paleontology as scientific inquiry. By intentionally eliciting students' prior conceptions and implementing the pedagogical strategies described in other Elements in this series, lecturers can shape instruction to challenge this negative view of paleontology and improve student learning.