Using Word Associations as a Formative Assessment for Understanding Phylogenetics

Abstract

It is commonly said that perception is everything. Political candidates are judged by how the public understands their platforms; consumers make purchases based on how they view the products; and business executives make corporate decisions based on potential outcomes of business deals. Likewise, a person's preconception of a topic can change how they learn about and associate that knowledge. Topics with a shared vocabulary between science and common language, such as the terms used when teaching evolution and phylogenetic trees, are especially subject to misconceptions stemming from a lack of understanding how the terminology is used in science. One way to assess the preconceptions students have about specific topics is through using free association techniques. Free association word recall (word association) activities ask students to recall words and phrases associated with stimulus term. Educators can use student responses to learn how students understand and organize prior knowledge, and thus structure subsequent instruction activities to target the revealed preconceptions of the topic.

Popular media and the bombardment of evolution misconceptions

“…Given all of the above influences on evolution understanding that generally occur in academic and non-academic settings, there is still a gap in our understanding of the influence that non-educational portrayals of evolution may have on students' perceptions of evolution, specifically, popular media as a source of evolution misconceptions (Brattstrom 1999;Jakobi 2010;Bucklin and Daniel 2017;Asberger et al 2021). As far as we know, little research has been done on evolution misconceptions in popular media.…”