The Transformation of Scientific Knowledge Concerning Evolution into the Content of the Curriculum and its Potential to Create a Conceptual Change in the Conceptual Structures of Pupils
Jana Fančovičová 1 *
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1 Department of Biology, Faculty of Education, Trnava University, Priemyselná, Trnava, SLOVAKIA
* Corresponding Author

Abstract

Understanding of evolution helps solve biological problems in areas that affect our lives. One of the ways of adopting the concept of evolution leads through a conceptual change. We investigated whether inductively prepared educational activities, focused on evolution, have the potential to create conceptual changes in students’ conceptual structures. We used a quasi-experimental design with pre- and post-tests in four classes with 10 – 16 year-old students. To measure their knowledge and understanding of evolution, we used two different instruments. Students who have received an education about evolution obtained significantly more factual knowledge. Pupils who participated in active education focused on diversity and adaptation of organisms, achieved not only a higher level of knowledge, but the transfer came also to an understanding of evolutionary mechanisms. Using appropriately chosen examples illustrating evolution will enable pupils to confront their naive ideas and misconceptions with scientific reality and can influence students’ understanding of evolution.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ejmste/106199

EURASIA J Math Sci Tech Ed, 2019 - Volume 15 Issue 10, Article No: em1759

Publication date: 09 May 2019

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