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Acceptance of human evolution seems to be the majority position for the U.S. population; however, acceptance of evolution among conservative Christian groups is low, sometimes below 50%. There are many different reasons for this low acceptance, leading to a significant disconnect between scientific specialists and the general population. This study examined students in an introductory biology class at a large public university. Semistructured in-person interviews were conducted to better understand students' belief in evolution, or their lack thereof. At the beginning of the semester, 19 of the participants accepted evolution, a number that increased to 29 students by the end of the semester. In contrast, only eight students accepted human evolution at the beginning of the semester, but the number increased to 21 students by the semester's end. The interviews elucidated three essential factors that can change students' minds: teaching the evidence of evolution, providing the influence of a role model to reconcile religion and science, and assisting students with overcoming misconceptions about evolution.

Instruction that increases acceptance of evolution is essential to effective biology instruction, but instruction about evolution is not consistently correlated with increased levels of acceptance. Does the pedagogical approach utilized make the difference? Using a curriculum that demonstrably increases evolution acceptance, we compare multiple pedagogical styles (behaviorist vs. constructivist, active vs. less active, and journaling vs. not journaling) in a full-factorial design to test the hypotheses that pedagogy designed for constructivism, active learning, and reflexive journaling will increase the probability that students' acceptance of evolution increases. Though we observed statistically significant acceptance gains, no treatments were statistically different from the other treatments regarding those acceptance gains. Evolution acceptance is possible despite the use of constructivist-designed or behaviorist-designed pedagogy, active learning or less active learning, or maintaining a reflexive journal or not. There is no indication that any combination of these instructional approaches has a greater effect than any other on evolution acceptance.

Too many students reject the theory of evolution because they view it as incompatible with their religious beliefs. Some have argued that abandoning religious belief is the only way to help religious individuals accept evolution. Conversely, our data support that highlighting faith/evolution compatibility is an effective means to increase student acceptance. We surveyed students enrolled in entry-level biology courses at four religiously affiliated institutions. At each university, teachers gave students a presentation that demonstrated potential compatibility between evolution and faith within the teachings of each university's respective religious affiliation. Students were asked to evaluate their own beliefs about evolution both before and after this instruction. After instruction at each university, students showed significant gains in evolution acceptance without abandoning their religious beliefs. These results demonstrate that giving religious students the opportunity to reconcile their religious beliefs with the theory of evolution under the influence of intentional instruction on the compatibility of belief and evolution can lead to increased evolution acceptance among religious students.

BackgroundTools for high throughput sequencing and de novo assembly make the analysis of transcriptomes (i.e. the suite of genes expressed in a tissue) feasible for almost any organism. Yet a challenge for biologists is that it can be difficult to assign identities to gene sequences, especially from non-model organisms. Phylogenetic analyses are one useful method for assigning identities to these sequences, but such methods tend to be time-consuming because of the need to re-calculate trees for every gene of interest and each time a new data set is analyzed. In response, we employed existing tools for phylogenetic analysis to produce a computationally efficient, tree-based approach for annotating transcriptomes or new genomes that we term Phylogenetically-Informed Annotation (PIA), which places uncharacterized genes into pre-calculated phylogenies of gene families.ResultsWe generated maximum likelihood trees for 109 genes from a Light Interaction Toolkit (LIT), a collection of genes that underlie the function or development of light-interacting structures in metazoans. To do so, we searched protein sequences predicted from 29 fully-sequenced genomes and built trees using tools for phylogenetic analysis in the Osiris package of Galaxy (an open-source workflow management system). Next, to rapidly annotate transcriptomes from organisms that lack sequenced genomes, we repurposed a maximum likelihood-based Evolutionary Placement Algorithm (implemented in RAxML) to place sequences of potential LIT genes on to our pre-calculated gene trees. Finally, we implemented PIA in Galaxy and used it to search for LIT genes in 28 newly-sequenced transcriptomes from the light-interacting tissues of a range of cephalopod mollusks, arthropods, and cubozoan cnidarians. Our new trees for LIT genes are available on the Bitbucket public repository ( http://bitbucket.org/osiris_phylogenetics/pia/ ) and we demonstrate PIA on a publicly-accessible web server ( http://galaxy-dev.cnsi.ucsb.edu/pia/ ).ConclusionsOur new trees for LIT genes will be a valuable resource for researchers studying the evolution of eyes or other light-interacting structures. We also introduce PIA, a high throughput method for using phylogenetic relationships to identify LIT genes in transcriptomes from non-model organisms. With simple modifications, our methods may be used to search for different sets of genes or to annotate data sets from taxa outside of Metazoa.

Temporal ecological niche partitioning is an underappreciated driver of speciation. While insects have long been models for circadian biology, the genes and circuits that allow adaptive changes in diel-niches remain poorly understood. We compared gene expression in closely related day- and night-active non-model wild silk moths, with otherwise similar ecologies. Using an ortholog-based pipeline to compare RNA-Seq patterns across two moth species, we find over 25 pairs of gene orthologs showing differential expression. Notably, the gene disco, involved in circadian control, optic lobe and clock neuron development in Drosophila, shows robust adult circadian mRNA cycling in moth heads. Disco is highly conserved in moths and has additional zinc-finger domains with specific nocturnal and diurnal mutations. We propose disco as a candidate gene for the diversification of temporal diel-niche in moths. [ABSTRACT FROM AUTHOR]

The butterfly Heliconius erato can see from the UV to the red part of the light spectrum with color vision proven from 440 to 640 nm. Its eye is known to contain three visual pigments, rhodopsins, produced by an 11-cis-3-hydroxyretinal chromophore together with long wavelength (LWRh), blue (BRh) and UV (UVRh1) opsins. We now find that H. erato has a second UV opsin mRNA (UVRh2)-a previously undescribed duplication of this gene among Lepidoptera. To investigate its evolutionary origin, we screened eye cDNAs from 14 butterfly species in the subfamily Heliconiinae and found both copies only among Heliconius. Phylogeny-based tests of selection indicate positive selection of UVRh2 following duplication, and some of the positively selected sites correspond to vertebrate visual pigment spectral tuning residues. Epi-microspectrophotometry reveals two UV-absorbing rhodopsins in the H. erato eye with lambda(max) = 355 nm and 398 nm. Along with the additional UV opsin, Heliconius have also evolved 3-hydroxy-DL-kynurenine (3-OHK)-based yellow wing pigments not found in close relatives. Visual models of how butterflies perceive wing color variation indicate this has resulted in an expansion of the number of distinguishable yellow colors on Heliconius wings. Functional diversification of the UV-sensitive visual pigments may help explain why the yellow wing pigments of Heliconius are so colorful in the UV range compared to the yellow pigments of close relatives lacking the UV opsin duplicate.

Patterns in morphological variation are a central theme of evolution. Uncovering links between morphological character evolution and natural history, specifically feeding behaviour, is important to understanding biological diversity. Species within the sap beetles (Nitidulidae) exhibit a tremendous diversity of feeding behaviours. This immense diversity of feeding can be seen both between major lineages and very closely related taxa. Feeding behaviour diversity may drive morphological variation in several character systems (e.g., eyes). For example, in a shift from feeding on rotting fruit to flower-visiting (anthophily), selective pressures on the visual system may vary and ultimately lead to differences in eye morphology. We tested for potential morphological shifts in relative eye size among adult beetles. We specifically tested for significant relationships between relative eye size and the following factors flower-visiting and sex. We also tested for the influence of phylogeny on the evolution of relative eye size, implementing tests of trait correlation across a topology. We found greater relative eye size in taxa exhibiting anthophilous behaviour, regardless of phylogenetic relatedness or feeding behaviour of sister taxa. We were unable to recover a relationship between relative eye size and sex. Thus, feeding behaviour is currently the strongest predictor of eye size in sap beetles. [ABSTRACT FROM AUTHOR]