College students do not come to biological sciences classes, including biological anthropology, as "blank slates." Rather, these students have complex and strongly held scientific misconceptions that often interfere with their ability to understand accurate explanations that are presented in class. Research indicates that a scientific misconception cannot be corrected by simply presenting accurate information; the misconception must be made explicit, and the student must decide for him or herself that it is inaccurate. The first step in helping to facilitate such conceptual change among college students is to understand the nature of the scientific misconceptions. We surveyed 547 undergraduate students at the University of MissouriColumbia on their understanding of the nature and language of science, the mechanisms of evolution, and their support for both Lamarckian inheritance and teleological evolution. We found few significant sex differences among the respondents and identified some common themes in the students' misconceptions. Our survey results show that student understanding of evolutionary processes is limited, even among students who accept the validity of biological evolution. We also found that confidence in one's knowledge of science is not related to actual understanding. We advise instructors in biological anthropology courses to survey their students in order to identify the class-specific scientific misconceptions, and we urge faculty members to incorporate active learning strategies in their courses in order to facilitate conceptual change among the students.

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