1. The effect of teaching the nature of science on students’ acceptance and understanding of evolution: myth or reality?
- Author
-
Angel E. Spotorno, Kasandra Navarrete, Claudia Vergara, David P. Santibáñez, Juan P. Jiménez, Francisca Carmona, and Hernán Cofré
- Subjects
0106 biological sciences ,Class (computer programming) ,Science instruction ,Knowledge level ,05 social sciences ,050301 education ,Nature of Science ,Mythology ,010603 evolutionary biology ,01 natural sciences ,Education ,Test (assessment) ,Comprehension ,Concept learning ,Mathematics education ,General Agricultural and Biological Sciences ,0503 education ,Social psychology - Abstract
The results of studies of the nature of science (NOS) as a factor that enhances students’ understanding of evolution have been inconclusive. Therefore, the main purpose of this study was to test the role of NOS instruction in enhancing students’ learning about evolution. We used a quasi-experimental design with pre- and post-tests to investigate the impact of teaching evolution with and without NOS in two classes with 15–16-year-old students, who were randomly assigned to these two classes. To measure their understanding of NOS and their acceptance and understanding of evolution, we used three different instruments that have been shown to generate reliable and valid inferences in comparable populations. The main results of this study were that, in the class in which the teaching of evolution included NOS instruction, the students’ understanding of NOS and their acceptance of evolution significantly improved. However, irrespective of the use of NOS instruction, both classes increased their understa...
- Published
- 2017