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Stern, Florian; Kampourakis, Kostas; Müller, Andreas – Journal of Research in Science Teaching, 2023
Biology education research has shown that deeply rooted intuitions can influence students' understanding of biological phenomena. One example is design teleology, the intuition that organisms' traits were designed to fulfill a goal. Another example is psychological essentialism, the intuition that organisms have fixed essences. Past research has…
Descriptors: Biology, Science Education, Genetics, Scientific Concepts
Beniermann, Anna; Moormann, Alexandra; Fiedler, Daniela – Journal of Research in Science Teaching, 2023
Over the past decades, a large body of research has examined students' magnitudes of evolution acceptance and related measurement issues resulting in questions concerning instruments' validity and operationalization. Until now, several studies investigated validity aspects of often-used evolution acceptance instruments and came to diverging…
Descriptors: Preservice Teachers, Science Teachers, Biology, Evolution
Tim Hartelt; Helge Martens – Journal of Research in Science Teaching, 2024
Intuitive conceptions based on cognitive biases (teleology, anthropomorphism, and essentialism) often prove helpful in everyday life while simultaneously being problematic in scientific contexts. Nonetheless, students often have intuitive conceptions of scientific topics such as evolution. As potential approaches to enable students to…
Descriptors: Self Evaluation (Individuals), Metacognition, Self Control, Intuition
Nesimyan-Agadi, Dina; Assaraf, Orit Ben Zvi – Journal of Research in Science Teaching, 2022
Informal learning environments such as Natural History Museums can introduce visitors to a variety of topics in evolution by providing accessible representations of concepts like geological time, evolutionary mechanisms, biological diversity, geological time, and fossil dating. Our study examined sixth-grade students' conceptualization of…
Descriptors: Informal Education, Extracurricular Activities, Enrichment Activities, Authentic Learning
Gresch, Helge; Martens, Matthias – Journal of Research in Science Teaching, 2019
Teleology has been described as an intuitive cognitive bias and as a major type of student conception. There is controversy regarding whether teleological explanations are a central obstacle to, are legitimate in, or are even supportive of science learning. However, interaction in science classrooms has not yet been investigated with regard to…
Descriptors: Foreign Countries, Grade 12, Secondary School Science, Evolution
Short, Stephen D.; Lastrapes, Katherine A.; Natale, Noelle E.; McBrady, Erin E. – Journal of Research in Science Teaching, 2019
Previous research has noted one's knowledge of and attitudes toward the theory of evolution is negatively predicted by one's political ideology, specifically how conservative the individual identifies, and positively predicted by one's level rational thinking. The present research expands on this past research by examining the roles of political…
Descriptors: Social Attitudes, Science Education, Evolution, Student Attitudes
Peel, Amanda; Sadler, Troy D.; Friedrichsen, Patricia – Journal of Research in Science Teaching, 2019
Computational thinking (CT) is a way of making sense of the natural world and problem solving with computer science concepts and skills. Although CT and science integrations have been called for in the literature, empirical investigations of such integrations are lacking. Prior work in natural selection education indicates students struggle to…
Descriptors: Misconceptions, Evolution, Science Instruction, Scientific Concepts
Romine, William L.; Walter, Emily M.; Bosse, Ephiram; Todd, Amber N. – Journal of Research in Science Teaching, 2017
We validate the Measure of Acceptance of the Theory of Evolution (MATE) on undergraduate students using the Rasch model and utilize the MATE to explore qualitatively how students express their acceptance of evolution. At least 24 studies have used the MATE, most with the assumption that it is unidimensional. However, we found that the MATE is best…
Descriptors: Evolution, Student Attitudes, Undergraduate Students, Beliefs
Hawley, Patricia H.; Sinatra, Gale M. – Journal of Research in Science Teaching, 2019
America's rank among the lowest of developed countries in evolution acceptance rates is due, at least in part, to religious and political opposition. The negative correlations among religiosity, political ideology, and evolution acceptance in the United States have been documented repeatedly, and comfort with evolution varies by region with…
Descriptors: Evolution, Christianity, Religious Factors, Political Issues
Emmons, Natalie; Lees, Kristin; Kelemen, Deborah – Journal of Research in Science Teaching, 2018
Misconceptions about adaptation by natural selection are widespread among adults and likely stem, in part, from cognitive biases and intuitive theories observable in early childhood. Current educational guidelines that recommend delaying comprehensive instruction on the topic of adaptation until adolescence, therefore, raise concerns because…
Descriptors: Young Children, Evolution, Kindergarten, Grade 2
Lucero, Margaret M.; Petrosino, Anthony J.; Delgado, Cesar – Journal of Research in Science Teaching, 2017
The fundamental scientific concept of evolution occurring by natural selection is home to many deeply held alternative conceptions and considered difficult to teach. Science teachers' subject matter knowledge (SMK) and the pedagogical content knowledge (PCK) component of knowledge of students' conceptions (KOSC) can be valuable resources for…
Descriptors: Scientific Concepts, Science Instruction, Evolution, Pedagogical Content Knowledge
Sánchez Tapia, Ingrid; Krajcik, Joseph; Reiser, Brian – Journal of Research in Science Teaching, 2018
We propose a process of contextualization based on seven empirically derived contextualization principles, aiming to provide opportunities for Indigenous Mexican adolescents to learn science in a way that supports them in fulfilling their right to an education aligned with their own culture and values. The contextualization principles we…
Descriptors: Indigenous Populations, Adolescents, Science Instruction, Culturally Relevant Education
Premo, Joshua; Cavagnetto, Andy; Honke, Garrett; Kurtz, Kenneth J. – Journal of Research in Science Teaching, 2019
The idea that characteristics acquired by an organism during its lifetime can be inherited by offspring and result in evolution is a substantial impediment to student understanding of evolution. In the current study, we performed a preliminary examination of how acquiring physical changes in a question prompt may differentially cue intuitive and…
Descriptors: Evolution, Genetics, Concept Formation, Science Instruction
Borgerding, Lisa A.; Deniz, Hasan; Anderson, Elizabeth Shevock – Journal of Research in Science Teaching, 2017
Evolutionary theory is central to biology, and scientifically accurate evolution instruction is promoted within national and state standards documents. Previous literature has identified students' epistemological beliefs as potential predictors of evolution acceptance. The present work seeks to explore more directly how student views of evolution…
Descriptors: Epistemology, Beliefs, Evolution, College Students
Fiedler, Daniela; Sbeglia, Gena C.; Nehm, Ross H.; Harms, Ute – Journal of Research in Science Teaching, 2019
A large body of research has examined students' conceptions of evolution and their relationships to acceptance of evolution. Proficiency in statistical and probabilistic reasoning has long been considered to be an essential feature of evolutionary reasoning, yet almost no empirical work has explored these putative connections. The RaPro…
Descriptors: Evolution, Scores, Student Attitudes, Scientific Concepts