Evolution is at the core of modern biology education, yet students continue to struggle to form explanations of evolutionary phenomena. Formative assessment has the potential to support students in their learning, but comprehensive assessment of the concepts and preconceptions students hold presents teachers with difficulties. In this study, we analyze patterns of concepts and preconceptions in upper-secondary level students' explanations of evolutionary phenomena. We investigate how the patterns develop, which interdependencies between concepts and preconceptions we can observe and in which way the findings diverge from the intended sequence of taught concepts. We analyzed the explanations students gave to the ACORNS instrument when implemented at five time points during a unit on five factors of evolution using the EvoGrader tool. We constructed binary patterns indicating presence and absence of six key concepts and three preconceptions. Using these patterns, we traced the development of students’ explanations over the course of the unit. In total, we found 95 of 512 possible different explanatory patterns in 1662 student answers. We analyzed the patterns for frequency and qualitatively analyzed those patterns that were (1) particularly frequent in at least one time point, (2) showed a directed change of frequency over the course of the unit, (3) differed in frequency between animal/gain and plant/loss contexts, or (4) contained a particularly high number of key concepts or preconceptions. We compared the patterns against established learning progressions to determine students’ conceptual progress in relation to the progression underlying the unit design. Our findings highlight not only how a nuanced analysis of student responses can provide instructionally actionable information, but also how crucial elements of student ideas are missed when student explanations are graded as sum scores. We discuss the implications of these findings for formative assessment practices in evolution education.
Evolution education is a central tenet of biology education in school, yet the topic is conceptually complex and students’ understanding is fraught with misconceptions. Learning Progression Analytics (LPA) aims to trace students’ conceptual development along established learning progressions. For this purpose, data from students’ interactions with tasks in digital learning environments are analysed. This is done with the intention to make conceptual change and knowledge integration processes accessible to teachers for formative assessment and feedback. One assessment strategy that can mirror such processes in conceptually complex topics is concept mapping. This study presents an initial attempt to analyse concept maps that students created over the course of a digital teaching unit on factors of evolution (i.e., mutation, natural and sexual selection, genetic drift, gene flow). Our aim was to determine which metrics could be suitable for the use in LPA. We collected data from 250 high school students who participated in a hybrid teaching unit on five factors of evolution in the school year 2022/23. Students completed a pre- and posttest and created a total of five concept maps over the course of the unit, repeatedly revising and reworking their previous maps. We split the students into three groups based on their gain from pre- to posttest and analysed their maps for differences (1) between the different measurement points and (2) between the groups at each measurement point regarding (a) their similarity to expert concept maps, (b) concept scores, and (c) different network metrics. We found significant differences between most of the consecutive measurement points for all calculated metrics (e.g., number of nodes and links, concept scores) across the sample. We found significant differences between the three groups for the average degree and number of edges at two measurement points. From our results, we conclude that the most promising metrics from our study for the use of concept maps in LPA are those focusing on the connections (i.e., average degree and number of edges). Further research is needed to refine these assessments in controlled environments and determine their value for automated assessment and feedback more definitely.
Multiple factors, including the context (human or non-human) in which evolution is learned and whether explicit efforts are made to try to reduce the conflict between evolution and religion in the classrooms, have been demonstrated to influence student understanding and acceptance of evolution. This study aimed to create, implement, and evaluate the impact of two curriculum units for introductory high school biology to teach core evolution concepts, one including both human and non-human examples (the “H NH” unit) and one including only non-human examples (the “ONH” unit). It also aimed to refine, implement, and evaluate the impact of a cultural and religious sensitivity teaching resource to help teachers create a supportive classroom environment in which they can encourage understanding the scientific account of evolution. The study took place in Alabama, a region of the US in which students are less likely to receive accurate, high-quality evolution instruction. Outcome measures included student understanding and acceptance of evolution. Both the “H NH” and “ONH” units generally (in over 70
Evolution is a fundamental concept in biology education, recently emphasized in the Swedish curriculum for Year 4–6. However, teaching evolution poses challenges, necessitating innovative educational tools. This study explores the development and use of a comic book, Cats on the Run–A Dizzying Evolutionary Journey, designed to teach evolutionary concepts to young students through a narrative involving two modern-day house cats traveling through time and space. To explore what function the material has for students’ meaning making we analyze what students describe to have learned working with the comic Cats on the Run, and how aspects of the comic book are reflected in the students’ self-reported learning. The study involved 159 students from Grades 4–6 who used the comic book in their biology lessons. Analysis of student survey responses revealed that the students draw on the comic’s narrative and imagery as they report on learning about key evolutionary concepts such as variation, natural selection, heredity, and evolutionary patterns. Analysis of student survey responses revealed that the comic facilitated meaning making about key evolutionary concepts such as variation, natural selection, heredity, and evolutionary patterns. Students were often referencing the comic's narrative and imagery as they reported their learning. The findings suggest that the comic book is a valuable educational tool. More specifically, the narrative and multimodal aspects of the comic support meaning making and learning. This study highlights the importance of thoughtfully designed educational materials and suggests that combining different resources can enable discussion and learning of complex scientific concepts.
Evolutionary Theory (ET) is a central framework in the biological sciences, guiding understanding across diverse fields. Despite its foundational importance, knowledge and acceptance of ET remain uneven, often influenced by socioeconomic and cultural factors. Misconceptions about ET have been widely documented and are frequently linked to students’ backgrounds, including their political views, gender, race/ethnicity, and economic status. Socioeconomic disparities, particularly within culturally and politically polarized societies, can shape students’ perceptions and understanding of scientific concepts, potentially leading to gaps in scientific literacy. We investigate how these factors relate to ET knowledge among Brazilian undergraduates, aiming to highlight the role of social characteristics in shaping science education outcomes. Our survey of 812 undergraduates revealed significant correlations between ET knowledge and each assessed variable. Students identifying as men achieved higher scores than students identifying as women, and White students outperformed Black and Brown students. Political orientation also influenced performance, with left-leaning students scoring higher than those on the right. Family income positively correlated with ET knowledge, with students from wealthier backgrounds achieving better scores. Regarding religious affiliation, Christian students obtained lower scores when compared to other religious affiliations. Gender, ethnicity, political orientation, religious affiliation, and family income are significant predictors of ET knowledge among Brazilian undergraduates, underscoring the role of socioeconomic disparities in scientific understanding. Marginalized groups may face educational barriers that impact their comprehension of core scientific concepts like ET. Addressing these disparities through culturally inclusive teaching strategies could foster more equitable learning settings. By prioritizing inclusive educational approaches, institutions can support diverse learners in achieving greater scientific literacy, which is essential for informed decision-making and active participation in societal and environmental issues.
