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Natural selection is an evolutionary process in which individuals with survival-promoting traits reproduce at higher rates. These favorable traits become more common within a population or species. Naturally selected traits initially arise via random genetic mutations. In order for selection to occur, there must be variation within a population, the trait controlling the variation must be heritable, and there must be an evolutionary advantage for variation in the trait.
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Students explain evolution by natural selection differently for humans versus nonhuman animals.

Joelyn de Lima1,2, Tammy M Long3

  • 1W.K. Kellogg Biological Station, Michigan State University, Hickory Corners, MI 49060.

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Summary

Students explain evolution differently for humans versus cheetahs, using more scientific concepts for cheetahs. Biology instruction improves understanding and reduces these differences, making learning less influenced by the organism studied.

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Area of Science:

  • Evolutionary Biology
  • Science Education Research
  • Cognitive Science

Background:

  • Evolutionary concepts are fundamental to biology, but misconceptions are common and persistent.
  • Prompt context, such as organism type, influences student explanations of evolution.
  • Previous research indicates that students may hold different conceptual frameworks for humans versus other animals.

Purpose of the Study:

  • To investigate how students explain natural selection for humans compared to a nonhuman animal (cheetah).
  • To determine the impact of biology instruction on these explanations.
  • To assess the influence of organism 'taxon' on the expression of evolutionary concepts.

Main Methods:

  • Students' explanations of natural selection were compared for prompts featuring humans versus cheetahs.
  • Explanations were analyzed at different points during biology instruction.
  • The study quantified the use of key evolutionary concepts and naïve ideas in student responses.

Main Results:

  • Student explanations for cheetahs included more key concepts (variation, heritability, differential reproduction) and fewer naïve ideas (need, adapt) than for humans.
  • The 'taxon' of the organism significantly predicted the content of students' evolutionary explanations.
  • Biology instruction enhanced the use of key concepts, reduced naïve ideas, and lessened the taxon effect.

Conclusions:

  • Students exhibit distinct reasoning patterns for evolutionary processes concerning humans versus nonhuman animals.
  • Targeted instruction can improve students' grasp of evolutionary concepts.
  • Instruction can mitigate the influence of contextual factors, like organism type, on evolutionary reasoning.