CHANGES IN STUDENTS UNDERSTANDING OF EVOLUTION RESULTING FROM DIFFERENT CURRICULAR AND INSTRUCTIONAL STRATEGIES

This study assessed students' learning of evolution by natural selecti on within four different sections of an introductory biology course. E ach section used a different combination of curricular materials (eith er traditional or historically rich materials) and instruction (either paired problem solving or traditional lecture). Students in the study completed pre- and postintervention evolution tests. Students' respon ses were analyzed to create variables for both correct and alternative conceptions of evolution. Pretest and posttest data were used to crea te difference scores that were compared both within and between teachi ng sections. Pre-to-post gains were expected in the correct (Darwinian Conception) scores, while pre-to-post losses were expected in the Alt ernative Conception scores. Also, students in the experimental section s were expected to perform better than those in the traditional sectio ns. Pretest-to-posttest differences within each section showed gains i n correct conceptions but few reductions in alternative conceptions. C omparisons between sections support the use of the paired problem-solv ing instructional strategy in conjunction with the historically rich c urriculum.