The Genetic Drift Inventory is a multiple true–false format concept inventory consisting of 22 statements. It tests how well upper-division undergraduate biology students grasp four key concepts, while simultaneously testing for the presence of six misconceptions.

Evolutionary science is indispensable for understanding biological processes. Effective medical treatment must be anchored in sound biology. However, currently the insights available from evolutionary science are not adequately incorporated in either pre-medical or medical school curricula. To illuminate how evolution may be helpful in these areas, examples in which the insights of evolutionary science are already improving medical treatment and ways in which evolutionary reasoning can be practiced in the context of medicine are provided. To facilitate the learning of evolutionary principles, concepts derived from evolutionary science that medical students and professionals should understand are outlined. These concepts are designed to be authoritative and at the same time easily accessible for anyone with the general biological knowledge of a first-year medical student. Thus, we conclude that medical practice informed by evolutionary principles will be more effective and lead to better patient outcomes. Furthermore, it is argued that evolutionary medicine complements general medical training because it provides an additional means by which medical students can practice the critical thinking skills that will be important in their future practice. We argue that core concepts from evolutionary science have the potential to improve critical thinking and facilitate more effective learning in medical training.

This chapter explores ways that learners’ perceptions of evolution and their perceptions of the nature and process of science may be intertwined. Literature from relevant research in cognitive psychology related to this connection is reviewed. The chapter also examines how misconceptions about the nature and process of science relate to both the learning and acceptance of evolution. The chapter also describes one effort, the Understanding Evolution website, to address public understanding of evolution and the nature of science. The description focuses on the design and goals of the website and evaluates the effectiveness for teaching and learning about evolution.

This chapter summarizes the content of the first section of the book highlighting factors that influence the acceptance and understanding of evolution. These factors are described as constraints within the child, the specific task, and the broader social-cultural environment. It is argued that some of these constraints may lead to misconceptions, and that discussion of how multiple constraints interact to influence both acceptance and understanding of evolution may help educators design more effective methods for teaching about evolution. Other implications for education drawn from the individual chapters are highlighted.

No abstract