Correcting misconceptions about evolution: an innovative, inquiry-based introductory biological anthropology laboratory course improves understanding of evolution compared to instructor-centered courses

Abstract

Abstract Comprehensive understanding of evolution is essential to full and meaningful engagement with issues facing societies today. Yet this understanding is challenged by lack of acceptance of evolution as well as misconceptions about how evolution works that persist even after student completion of college-level life science courses. Recent research has suggested that active learning strategies, a focus on science as process, and directly addressing misconceptions can improve students’ understanding of evolution. This paper describes an innovative, inquiry-based laboratory curriculum for introductory biological anthropology employing these strategies that was implemented at West Chester University (WCU) in 2013–2016. The key objectives were to help students understand how biological anthropologists think about and explore problems using scientific approaches and to improve student understanding of evolution. Lab activities centered on scenarios that challenged students to solve problems using the scientific method in a process of guided inquiry. Some of these activities involved application of DNA techniques. Formative and summative learning assessments were implemented to measure progress toward the objectives. One of these, a pre- and post-course evolution concepts survey, was administered at WCU (both before and after the implementation of the new curriculum) and at three other universities with more standard introductory biological anthropology curricula. Evolution survey results showed greater improvement in understanding from pre- to post-course scores for WCU students compared with students at the comparison universities (p < .001). WCU students who took the inquiry-based curriculum also had better understanding of evolution at the post-course period than WCU students who took the course prior to implementation of the new curriculum (p < .05). In-class clicker assessments demonstrated improved understanding of evolution concepts (p < .001) and scientific method (p < .05) over the course of individual labs. Two labs that involved applying DNA methods received the highest percentage ratings by students as ‘very useful’ to understanding important concepts of evolution and human variation. WCU student ratings of their confidence in using the scientific method showed greater improvement pre- to post-course during the study period as compared with the earlier, pre-implementation period (p < .05). The student-centered biological anthropology laboratory curriculum developed at WCU is more effective at helping students to understand general and specific concepts about evolution than are more traditional curricula. This appears to be directly related to the inquiry-based approach used in the labs, the emphasis on knowledge and practice of scientific method, directly addressing misconceptions about evolution, and a structure that involves continual reinforcement of correct concepts about evolution and human variation over the semester.

Keywords

• Evolution education
• Biological anthropology
• Inquiry-based laboratory
• Misconceptions
• College level
• Student-centered learning