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STEM and Non-STEM Misconceptions About Evolution: Findings from 5 Years of Data
Pablo Antonio Archila1, Silvia Restrepo1, Anne-Marie Truscott de Mejía2
1Vice-Presidency of Research and Creation, Universidad de los Andes, Cra 1 Nº 18A-12, 111711 Bogotá, Colombia.
Science & Education
|June 26, 2023
Summary
Colombian university students possess a moderate understanding of evolution, with a notable gap in comprehending microevolution. Demographic factors did not significantly impact their misconceptions about evolutionary theory.
Area of Science:
- Evolutionary biology
- Science education
Background:
- Misconceptions about evolution persist among university students globally.
- Understanding student misconceptions is crucial for effective science education, particularly in student-centered learning environments.
Purpose of the Study:
- To investigate misconceptions about evolution among STEM and non-STEM majors in Colombia.
- To explore the influence of academic semester, age, gender, and major on these misconceptions.
Main Methods:
- A 5-year study involving 547 university students (STEM/non-STEM majors).
- Data collected via an 11-item questionnaire administered over 10 academic semesters.
- Analysis of responses considering demographic variables and academic progression.
Main Results:
- Participants demonstrated a moderate overall understanding of evolution.
- A limited grasp of microevolutionary concepts was observed.
- No statistically significant differences in misconceptions were found across demographic variables (age, gender, major).
Conclusions:
- Evolution education in Colombia needs to address specific misconceptions, especially regarding microevolution.
- Current demographic factors do not appear to be reliable predictors of evolution misconceptions in this cohort.
- Further research and targeted pedagogical strategies are needed to improve evolution comprehension.
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