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Perspective: Teaching evolution in higher education.

Brian J Alters1, Craig E Nelson

  • 1Evolution Education Research Centre, McGill University, Montréal, Québec. brian.alters@mcgill.ca

Evolution; International Journal of Organic Evolution
|November 27, 2002
PubMed
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Many college students, even those with science backgrounds, struggle with understanding evolution. Addressing students' prior conceptions and improving teaching strategies are key to enhancing science literacy and evolution education.

Area of Science:

  • Biology
  • Evolutionary Biology
  • Science Education

Background:

  • Academic engagement in evolution education has increased.
  • Public and student understanding of evolution remains significantly lacking.
  • Deficits in science concept retention are prevalent among college graduates, including those with science coursework.

Purpose of the Study:

  • To examine issues in college-level science and evolution education.
  • To identify characteristics of effective versus ineffective pedagogy in higher education.
  • To address the impact of prior conceptions and religious beliefs on learning evolution.

Main Methods:

  • Analysis of student understanding and retention of scientific concepts.
  • Exploration of pedagogical strategies in higher education.

Related Experiment Videos

  • Investigation into the role of students' prior conceptions in learning evolution.

    • Main Results:

    • Students often retain little of learned material, regardless of prior science education.
    • Prior conceptions frequently interfere with understanding evolutionary concepts.
    • Ineffective pedagogy contributes to widespread misunderstandings in evolution.

    Conclusions:

    • Effective pedagogy can address and overcome students' prior conceptions.
    • Strategies exist to improve the teaching and learning of evolution at the college level.
    • Improving evolution education is crucial for overall science literacy.