Phylogenetic trees are important tools for teaching and understanding evolution, yet students struggle to read and interpret them correctly. In this study, we extend a study conducted by Catley and Novick (2008) by investigating depictions of evolutionary trees in US textbooks. We investigated 1197 diagrams from 11 German and 11 United States…

Understanding genetic drift is crucial for a comprehensive understanding of biology, yet it is difficult to learn because it combines the conceptual challenges of both evolution and randomness. To help assess strategies for teaching genetic drift, we have developed and evaluated the Genetic Drift Inventory (GeDI), a concept inventory that measures…

New science standards and reform recommendations spanning grades K--16 focus on a limited set of key scientific concepts from each discipline that all students should know. They also emphasize the integration of these concepts with science practices so that students learn not only the "what" of science but also the "how" and…

Despite concerted efforts by science educators to understand patterns of evolutionary reasoning in science students and teachers, the vast majority of evolution education studies have failed to carefully consider or control for item feature effects in knowledge measurement. Our study explores whether robust contextualization patterns emerge within…

Describes a study designed to assess students' understanding and acceptance of the credibility of the scientific evidence supporting evolution. Discusses results and implications and offers thoughtful advice to professors on how to ameliorate the divisiveness resulting from this controversy. (DKM)

Discusses incidents of brush-ins with student proponents of the theory of creation science. Provides and answers eight questions typical of both the misinformation spread in creation science literature and the lack of research done by students. (MVL)

Presents the results of a survey on evolution given to 392 university students in western Pennsylvania. Concludes that, although nearly three-quarters of the students say they believe in the theory of evolution, most do not understand the mechanism behind it. (PR)

Pretests and posttests on the topic of evolution through natural selection were administered to students in a college nonmajors' biology course. Analysis of test responses revealed that most students understood evolution as a process in which species respond to environmental conditions by changing gradually over time. Student thinking differed…

Semistructured interviews with 15 masters-level biology students revealed that most proposed deterministic explanations of evolutionary processes, ignored the role of chance, seemed unaware of debates over deterministic versus probabilistic models of evolution, and confused evolutionary theory (a model) with the actual complex processes it…

Surveys reveal that many in our society have an inadequate and inaccurate understanding of evolution (Alters & Alters, 2001). Much of this can be traced directly to popular misconceptions about the nature of science. This, in turn, can be linked to misrepresentation by those opposed to evolution, although inadequate or ineffective treatment by ill…

Investigated was the influence of an instructional strategy to help freshmen undergraduate students overcome misconceptions regarding the nature of evolutionary theory. Discusses the strategy that included writing statements, small group discussion, teacher presentation, interactive lecture/discussion, and individual reflections. (YP)

Suggests that misconceptions about natural selection arise from mistaken categorization. Proposes that students often fail to understand the ontological features of equilibrium processes. Contains 32 references. (DDR)

Research shows that one of the most important prerequisites for student success is for teachers to understand and respect individuals from different cultures, and to understand the communities from which they come (Ilmer, Synder, Erbaugh & Kurtz, 1997). Thus, if we want students to succeed, what they bring into the science classroom in terms of…

Argues that the common assumption about the lack of intermediate forms in evolutionary history is inaccurate and misleading. Points out that there are many transitional forms, although special creationists refuse to recognize them as such. (DDR)

Explains the misconceptions found in the traditional textbook presentation of the theory and the history of the theory of evolution. Outlines a more accurate and complete telling of the history of the discovery of evolution by natural selection. Contains 50 references. (DDR)