Moving Evolution Education Forward: A Systematic Analysis of Literature to Identify Gaps in Collective Knowledge for Teaching

Ziadie, Michelle A.; Andrews, Tessa C.

doi:10.1187/cbe.17-08-0190

Cited by 52 publications

(78 citation statements)

References 47 publications

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“…Developers of scientific instruments need to clearly lay out under what conditions their assessment is to be used and to encourage those using the assessment outside of those parameters to gather more evidence. Ziadie and Andrews (2018) point out that any assessment should include the dimensions of the topic that are important to assess and include consistent methodology and interpretation of results.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Applying measurement standards to evolution education assessment instruments

et al. 2019

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Over the past 25 years a number of instruments have been published that attempt to measure understanding and acceptance of evolution. Science educators have been administering these instruments and reporting results, however, it is not clear these instruments are being used appropriately. The goal of this paper is to review these instruments, noting the original criteria and population for which evidence of validity and reliability was assessed, and to survey other publications that report their use, examining each for evidence of validity and reliability with subsequent populations. Our hope is that such a comprehensive review will engage researchers and practitioners in a careful examination of how they intend to use a particular instrument and whether it can provide an accurate and meaningful assessment of the desired outcomes. We encourage the community to administer evolution education assessments with the consideration of an instrument's measurement support and past use with similar populations. We also encourage researchers to add additional evidence of validity and reliability for these instruments, especially if modifications have been made to the instrument or if its use has been extended to new populations.

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Section: Conclusion and Recommendationsmentioning

confidence: 99%

Applying measurement standards to evolution education assessment instruments

et al. 2019

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“…Once data analysis is complete, the efficacy trial will enable us to explore new questions about the mediating factors that might influence the observed outcomes. It will contribute to knowledge of the critical components of effective instruction in evolution (Ziadie and Andrews 2018), which is a gap in educational research. In the meantime, educators can use the free Evolution: DNA and the Unity of Life curriculum with confidence in the materials' feasibility and educational value.…”

Section: Discussionmentioning

confidence: 99%

Development and pilot testing of a three-dimensional, phenomenon-based unit that integrates evolution and heredity

et al. 2019

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To realize the promise of the Next Generation Science Standards, educators require new three-dimensional, phenomenon-based curriculum materials. We describe and report on pilot test results from such a resource-Evolution: DNA and the Unity of Life. Designed for the Next Generation Science Standards, this freely available unit was developed for introductory high school biology students. It builds coherent understanding of evolution over the course of seven to 8 weeks. Based around multiple phenomena, it includes core ideas about evolution, as well as pertinent core ideas from heredity. The unit integrates relevant crosscutting concepts as well as practice in analyzing and interpreting skill-level-appropriate data from published research, and constructing evidence-based arguments. We report results from a national pilot test involving 944 grade nine or ten students in 16 teachers' classrooms. Results show statistically significant gains with large effect sizes from pretest to posttest in students' conceptual understanding of evolution and genetics. Students also gained skill in identifying claims, evidence, and reasoning in scientific arguments.

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“…First, the current concept inventories cover only a few of the major topics that may be taught in an undergraduate evolution course. In an analysis of peer-reviewed evolution education research, Ziadie and Andrews (2018) found that the majority of published papers pertaining to assessment of evolutionary concepts relate only to natural selection or phylogenetics (particularly tree-thinking). Many common topics in undergraduate evolution courses had limited or no coverage.…”

Section: Introductionmentioning

confidence: 99%

Concept inventories as a resource for teaching evolution

Furrow

Hsu

2019

Evo Edu Outreach

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Understanding evolution is critical to learning biology, but few college instructors take advantage of the body of peer-reviewed literature that can inform evolution teaching and assessment. Here we summarize the peer-reviewed papers on tools to assess student learning of evolutionary concepts. These published concept inventories provide a resource for instructors to design courses, gauge student preparation, identify key misconceptions in their student population, and measure the impact of a lesson, course, or broader curriculum on student learning. Because these inventories vary in their format, target audience, and degree of validation, we outline and explain these features. In addition to summarizing the published concept inventories on topics within evolution, we lay out a flexible framework to help instructors decide when and how to use them.

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Moving Evolution Education Forward: A Systematic Analysis of Literature to Identify Gaps in Collective Knowledge for Teaching

Cited by 52 publications

References 47 publications

Applying measurement standards to evolution education assessment instruments

Applying measurement standards to evolution education assessment instruments

Development and pilot testing of a three-dimensional, phenomenon-based unit that integrates evolution and heredity

Concept inventories as a resource for teaching evolution

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