Tony B Yates|Edmund A. Marek
A Study Identifying Biological Evolution-Related Misconceptions Held by Prebiology High School Students
Oklahoma Baptist University|University of Oklahoma
students bring diverse array ideas natural events science classes many ideas often variance scientifically accepted viewsnumerous studies identified multiple biological evolutionrelated misconceptions held select groups studentscollectively studies repeatedly indicate students varying educational backgrounds difficulties accurately understanding concepts evolutionbecause scientific literacy field biology necessitates basic understanding evolution concepts theory students possession biological evolutionrelated misconceptions problematicthe focus study identify types prevalence misconceptions within states public high schools prebiology students correlate findings demographic variablessome 993 students enrolled initial high school biology course 20102011 academic years one 42 oklahoma public high schools served studys unit analysisthe biological evolution literacy survey presents 23 biological misconception statements grouped five categories served research tool identifying students misconceptions calculating conception index scores collecting demographic datamultiple statistical analyses performed identify statistically significant p 005 relationships variables related students number types misconceptionsanalysis revealed participants possess mean 439rate understanding biological evolution concepts presented bel survey combined 391 mean misconception ratea statistically significant difference participants bel survey mean index scores related biological evolution knowledge selfrating also disclosedstrategies identifying eliminating students misconceptions offeredmisconceptions biological evolution prevalent within student population findings corroborate literature reports strikingly high prevalence biological evolutionrelated misconceptions students levels elementary pupils university science majors