Teachers teaching misconceptions: a study of factors contributing to (US) high school biology students’ acquisition of biological evolution-related misconceptions

Research has revealed that high school students matriculate to college holding misconceptions related to biological evolution. These misconceptions interfere with students’ abilities to grasp accurate scientific explanations and serve as fundamental barriers to understanding evolution. Because the scientific community regards evolution as a vital part of science education, it is imperative that students’ misconceptions are identified and their sources revealed.

The purpose of this study was to identify the types and prevalence of biological evolution-related misconceptions held by high school biology teachers and their students, and to identify those factors that contribute to student acquisition of such misconceptions, with particular emphasis given to the role of the teacher.


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