Basque Secondary School Students' Understanding of Natural Selection and Teleological Reasoning: Knowledge vs. Knowledge Application

Autor/inn/en	Caño, Lidia; Ormazabal, Unai
Titel	Basque Secondary School Students' Understanding of Natural Selection and Teleological Reasoning: Knowledge vs. Knowledge Application
Quelle	In: Journal of Biological Education, 57 (2023) 3, S.537-554 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Caño, Lidia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2021.1933131
Schlagwörter	Foreign Countries; Secondary School Students; Scientific Concepts; Evolution; Misconceptions; Knowledge Level; Age Differences; Instructional Program Divisions; Grade 10; Grade 11; Grade 12; Spain + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Missverständnis; Wissensbasis; Age; Difference; Age difference; Altersunterschied; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Spanien
Abstract	Understanding natural selection requires mentally linking various key concepts and processes. Many students find it difficult to construct scientific explanations about natural selection and might display misconceptions. Our study aimed to investigate the understanding of natural selection and the existence of teleological or other misconceptions on the part of Basque secondary school students. A diagnostic test was completed by 106 Basque secondary students. Students' responses to knowledge questions and application questions addressing evolutionary trait gain situations were assessed for consistency. Results varied between education levels without showing a clear pattern. Students in the highest grades performed better than 10th graders in knowledge questions but not in all questions requiring them to apply their knowledge. Although teleological expressions addressing intentionality tended to be common in student's explanations, most students stated that mutations occurred randomly, suggesting that teleological wording might reflect a linguistic issue rather than an actual lack of knowledge. Our results indicate that that caution should be exercised when inferring teleological thinking from open-ended application contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01