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A Study Identifying Biological Evolution-Related Misconceptions Held by Prebiology High School Students

机译：识别生物学前高中生所发生的与生物进化相关的误解的研究

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Students bring a diverse array of ideas about natural events to their science classes, and many of these ideas are often at variance with the scientifically accepted views. Numerous studies have identified multiple biological evolution-related misconceptions held by select groups of students. Collectively, these studies repeatedly indicate that students with varying educational backgrounds have difficulties accurately understanding the concepts of evolution. Because scientific literacy in the field of biology necessitates a basic understanding of evolution concepts and theory, students’ possession of biological evolution-related misconceptions is problematic. The focus of this study was to identify the types and prevalence of such misconceptions within a state’s public high schools’ prebiology students and to correlate those findings with demographic variables. Some 993 students enrolled in their initial high school biology course during the 2010-2011 academic years in one of 42 Oklahoma public high schools served as this study’s unit of analysis. The Biological Evolution Literacy Survey which presents 23 biological misconception statements grouped into five categories, served as the research tool for identifying students’ misconceptions, calculating conception index scores, and collecting demographic data. Multiple statistical analyses were performed to identify statistically significant (p < 0.05) relationships between variables related to students’ number and types of misconceptions. Analysis revealed that participants possess a mean 43.9% rate of understanding of those biological evolution concepts presented in the BEL Survey combined with a 39.1% mean misconception rate. A statistically significant difference in participants’ BEL Survey mean index scores when related to biological evolution knowledge self-rating was also disclosed. Strategies for identifying and eliminating students’ misconceptions are offered. Misconceptions of biological evolution were prevalent within this student population and the findings corroborate the literature that reports a strikingly high prevalence of biological evolution-related misconceptions in students at all levels, from elementary pupils to university science majors.
机译：学生将关于自然事件的各种各样的想法带到他们的科学课中，其中许多想法通常与科学上公认的观点不一致。众多研究已经确定了某些学生群体对多种与生物进化相关的误解。总的来说，这些研究反复表明，具有不同教育背景的学生很难准确地理解进化的概念。由于生物学领域的科学素养需要对进化的概念和理论有基本的了解，因此学生对生物进化相关的误解的掌握是有问题的。这项研究的重点是确定州立公立中学预科生中此类误解的类型和普遍程度，并将这些发现与人口统计学变量相关联。该研究的分析单位是在俄克拉荷马州42所公立中学之一的2010-2011学年期间，约993名学生报名参加了他们的初中高中生物学课程。 《生物进化素养调查》将23种生物误解陈述分为五类，是识别学生的误解，计算概念指数得分和收集人口统计数据的研究工具。进行了多次统计分析，以找出与学生人数和误解类型相关的变量之间的统计显着性（p <0.05）关系。分析显示，参与者对BEL调查中提出的那些生物进化概念的平均理解率为43.9％，而平均误解率则为39.1％。还披露了与生物进化知识自我评价相关的参与者的BEL调查平均指数得分具有统计学意义的差异。提供识别和消除学生误解的策略。在这个学生群体中普遍存在对生物进化的误解，这一发现证实了文献，从小学生到大学理科专业的各个层次的学生中，与生物进化相关的误解的发生率都很高。

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