Understanding and acceptance of the theory of evolution in high school students in Mexico

Abstract

The Theory of Evolution (TE) is the backbone of biology and is the best way to explain the diversity of species that exist on the planet. However, despite all the supporting evidence, TE remains poorly understood and accepted. In this study, the levels of acceptance and understanding of TE were measured, respectively, using the Inventory of Student Evolution Acceptance (I-SEA) and Knowledge of Evolution Exam (KEE) questionnaires, in high school students in Monterrey, Mexico (N = 370). The results show that the acceptance of TE ranges from moderate (90.3 out of 120) to high (3.7 out of 5), depending on the scale with which it is measured, while the level of comprehension is low (4.5 out of 10). Statistical analysis of the data collected reveals that there is a positive relationship between acceptance and understanding of TE (r = 0.34). In addition, the proportions of I-SEA and KEE were evaluated based on several factors, such as religion and educational level of the parents, among others. It was found that the level of education of the parents positively affects the understanding of the basic concepts of TE, while religion is the main factor of negative influence on both acceptance and understanding. Finally, the low comprehension shown in this study suggests a revision and readjustment of the contents that are taught in the upper secondary education curriculum.

Influence of self‐assessment and conditional metaconceptual knowledge on students' self‐regulation of intuitive and scientific conceptions of evolution

“…The pre‐test results show that many students have an insufficient understanding of evolution and draw on cognitive biases to explain evolutionary changes, which is consistent with the findings of other studies (e.g., Aptyka et al, 2022; Beniermann, 2019; Opfer et al, 2012; Salazar‐Enriquez et al, 2023; Shtulman, 2006). Thus, there is a need to identify approaches that address cognitive biases and enhance conceptual knowledge effectively.…”

“…However, many studies have documented that students often lack a substantial understanding of these evolutionary processes and draw on intuition to explain evolutionary changes (Aptyka et al, 2022; Beniermann, 2019; Fenner, 2013; Lammert, 2012; Salazar‐Enriquez et al, 2023; Settlage, 1994; see also Kuschmierz et al, 2020). Even after instruction, students often have coexisting intuitive and scientific conceptions (Gutowski et al, 2023; Kampourakis & Zogza, 2008; Lammert, 2012; Nehm & Ha, 2011; Opfer et al, 2012).…”