On the Origin of Understanding: Using Mathematics to Dispel Misconceptions of Evolution

Abstract

On the Origin of Understanding: Using Mathematics to Dispel Misconceptions of Evolution Evolution is the central unifying theory of Biology and a key part of science education. It has an overwhelming amount of evidence in its favour, yet misconceptions are the norm and even a moderate understanding is rare. This study explores the topic of teaching biological evolution in an Irish post-primary school environment. In particular, it investigates the common misconceptions of evolution and the origins of those misconceptions. Possibilities for addressing them are examined including alternative pedagogies and a deeper exploration of the underlying numeracy. A quantitative analysis was used to measure student misconceptions. By analyses of multiple-choice questions, further insights of misconceptions were gained. To measure any improvements in the learning process, a qualitative analysis was conducted to record teacher’s impressions of student misconceptions and learning. The research findings indicate that students held misconceptions in varying amounts across the topic of evolution and in the mathematics required to support deeper understanding. The teachers outline their views of student misconceptions as well as their impressions of student learning as a result of using alternative pedagogies and exploring the numeracy of evolution. They also report on their experiences of collaboration. The predominant student misconceptions are outlined and traced back to powerful historical antecedents and other more recent origins. Teachers’ knowledge of students' misconceptions are compared to those held by students. The efficacy of the learning intervention is discussed, and possible further solutions are shown. Finally, the practicality of the teacher collaboration is discussed. The findings of the study underline the need for oversight of textbooks, more use of active learning pedagogies and a greater emphasis placed on evolution in the future syllabus. The case is made for a deeper exploration of underlying numeracy in the topic of evolution.