A Quasi-Experimental Study of Short- and Long-Term Learning of Evolution in Misconception-Focused Classes

• In Event: Poster Session 2
  In Poster Session: Science Teaching and Learning SIG Poster Session 2

Abstract

Our study investigated the effects of a misconception-focused intervention in three semesters of an introductory biology class using a quasi-experimental, pre-/post-/delayed post-test design. Two semesters were exposed to different forms of instruction (i.e. lecture vs. flipped classroom design) on common misconceptions about evolution. The third was taught only normative scientific content. We measured students’ use of normative and non-normative ideas with the ACORNS instrument before the semester, after evolutionary instruction, and at the end of the semester. Students receiving misconception-focused interventions used more key concepts in evolutionary explanations, and fewer misconceptions after controlling for background variables. The magnitude of misconception loss, but not key concept gain, was impacted by the type of intervention used.

Author

• Jesse Colton, Stony Brook University - SUNY