Tony B Yates|Edmund A. Marek
Teachers teaching misconceptions: a study of factors contributing to high school biology students’ acquisition of biological evolution-related misconceptions
Oklahoma Baptist University|University of Oklahoma
research revealed high school students matriculate college holding misconceptions related biological evolution misconceptions interfere students abilities grasp accurate scientific explanations serve fundamental barriers understanding evolution scientific community regards evolution vital part science education imperative students misconceptions identified sources revealed purpose study identify types prevalence biological evolutionrelated misconceptions held high school biology teachers students identify factors contribute student acquisition misconceptions particular emphasis given role teacher thirtyfive teachers taught least one section biology 2010 2011 academic year one 32 oklahoma public high schools respective 536 students served studys unit analysis biological evolution literacy survey possesses 23 biological evolution misconception statements grouped five categories served research tool identifying teachers misconceptions prior student instruction students misconceptions prior following instruction biological evolution concepts calculating conception index scores collecting demographic data multiple statistical analyses performed identify statistically significant p 05 relationships variables related students acquisition biological evolutionrelated misconceptions analyses revealed students typically exit biology classroom confident biological evolution knowledge holding greater numbers misconceptions initially possessed upon entering course significant relationships student acquisition misconceptions teachers bachelors degree field terminal degree hours dedicated evolution instruction also revealed addition probabilities specific biological evolutionrelated misconceptions transmitted teachers students also identified study reveals problematic issues concerning teaching biological evolution oklahomas public high school introductory biology course doubt multiple factors contribute varying degrees acquisition retention student misconceptions biological evolution however based studys results little doubt teachers may serve sources biological evolutionrelated misconceptions least propagators existing misconceptions imperative educators identify sources student biological evolutionrelated misconceptions identify develop strategies reduce eliminate misconceptions implement strategies appropriate junctures students cognitive development