Student Acquisition of Biological Evolution-Related Misconceptions: The Role of Public High School Introductory Biology Teachers

Abstract

In order to eliminate student misconceptions concerning biological evolution, it is important to identify their sources. The purposes of this study were to: (a) identify biological evolution-related misconceptions held by Oklahoma public high school Biology I teachers; (b) identify biological evolution-related misconceptions held by Oklahoma public high school students prior to and following instruction in Biology I course curriculum; and (c) identify which, if any, biological evolution-related misconceptions held by Oklahoma public high school Biology I teachers were being transmitted to their students by way of instruction in biological evolution curriculum. Seventy-six teachers and 993 of their students participated in this study. To identify participants' misconceptions, calculate conception index scores, and collect demographic data, the Biological Evolution Literacy Survey (BEL Survey) was developed. The BEL Survey presents 23 biological misconception statements grouped into five categories. Analysis revealed teacher participants possessed a 72.9% mean rate of understanding of evolution concepts coupled with a 23.0% mean misconception rate whereas student participants possessed a pre-instruction 43.9% mean rate of understanding combined with a 39.1% mean misconception rate. Students exited the Biology I classroom more confident in their evolution knowledge but holding greater numbers of misconceptions than they possessed prior to entering the course. Significant relationships were revealed between students' acquisition of misconceptions and teachers' bachelor's degree field, terminal degree, and hours dedicated to instruction. One student misconception was revealed to be significantly more common following instruction as opposed to prior to instruction.