Confronting prospective teachers' ideas of evolution and scientific inquiry using technology and inquiry-based tasks

Abstract

This study addresses the need for research in three areas: (1) teachers' understandings of scientific inquiry; (2) conceptual understandings of evolutionary processes; and (3) technology-enhanced instruction using an inquiry approach. The purpose of this study was to determine in what ways The Galapagos Finches software-based materials created a context for learning and teaching about the nature of scientific knowledge and evolutionary concepts. The research used a design experiment in which researchers significantly modified a secondary science methods course. The multiple data sources included: audiotaped conversations of two focus pairs of participants as they interacted with the software; written pre-and posttests on concepts of natural selection of the 21 prospective teachers; written pre-and posttests on views of the nature of science; three e-mail journal questions; and videotaped class discussions. Findings indicate that prospective teachers initially demonstrated alternative understandings of evolutionary concepts; there were uninformed understandings of the nature of scientific inquiry; there was little correlation between understandings and disciplines; and even the prospective teachers with research experience failed to understand the diverse methods used by scientists. Following the module there was evidence of enhanced understandings through metacognition, and the potential for interactive software to provide promising context for enhancing content understandings. ß

Addressing Undergraduate Student Misconceptions about Natural Selection with an Interactive Simulated Laboratory

“…Although many of these misconceptions about natural selection are formed early in life (Evans 2000;Samarapungavan and Wiers 1997;Beardsley 2004), students in high school, college, and even graduate school often retain their misconceptions despite receiving formal training in biology (Brumby 1984;Lawson and Thompson 1988;Bishop and Anderson 1990;Ferrari and Chi 1998;Crawford et al 2005;Nehm and Reilly 2007;Robbins and Roy 2007). These confusions can inhibit understanding of related biological concepts (Greene 1990;Jensen and Finley 1996) and likely limit students′ ability to explain and comprehend other relevant phenomena such as antibiotic resistance in bacteria, impacts of climate change, or biological engineering.…”

“…Robbins and Roy (2007) developed an inquiry-based teaching unit that yielded drastic improvements in college student explanations and overall acceptance of modern evolutionary theory. Recently, interactive computer-based simulations designed to support student and teacher training in biology have also successfully improved learner understanding of biological concepts and dispelled common learner misconceptions (Crawford et al 2005;Meir et al 2005a;Kara and Yesilyurt 2007;Perry et al 2008). This approach may prove to be particularly useful, as it can increase student access to expert knowledge and offer a greater flexibility in teaching situations.…”

“…This approach may prove to be particularly useful, as it can increase student access to expert knowledge and offer a greater flexibility in teaching situations. Additionally, as a platform through which students can create experiments and modify parameters, interactive simulations offer an opportunity for students to correct their own misconceptions (Crawford et al 2005;Perry et al 2008).…”

From Worldviews to Classrooms: Framing Evolution Acceptance in Pre-Service Science Teachers in the Southeastern United States

“…It is also important that these programs be assessed to determine whether they work and, if so, how they work to improve understanding and acceptance of evolution while minimizing misconceptions (Crawford et al, 2005;McKeachie, Lin, & Strayer, 2002). This study gave insights into the lived experiences and worldview of pre-service science teachers regarding evolution.…”

An Action Research on Developing Prospective Teachers’ Inquiry Skills

“…The review of literature also showed that a number of studies were conducted on the student teachers studying in the pre-service (Gitlin et al, 1999;Haefner, 2004;Joram, 2007;Newman et al, 2004;Richardson & Liang, 2008;Van der Linden et al, 2012) and elementary (Volkmann, Abell & Zgagacz, 2005) and secondary science teacher education programs (Crawford, Zembal-Saul, Munford, & Friedrichsen, 2005) and with the student teachers studying history (Pendry and Husbands, 2000), geography (Spronken-Smith et al, 2008), chemistry and biology (Sozbilir, 2007), and science (Demir & Abell, 2010).…”