Honors High School Graduates Students’ Misconceptions Regarding Evolutionary Theory of Biology DOI
Δημήτρης Πανάγου,

Christina Kostara,

Evangelos Dimos

et al.

EIKI Journal of Effective Teaching Methods, Journal Year: 2024, Volume and Issue: 2(3)

Published: July 20, 2024

Over the years, there has been a growing emphasis in scientific research on uncovering students' alternative conceptions or interpretations of fundamental concepts and principles within field biology. This endeavor yielded wealth valuable international bibliographic data, particularly about teaching reception theory evolution among respondents. Specifically, this paper addresses evolution, investigating perspectives held by honors graduate students from third Lyceum for Biology who are enrolled medical school. Additionally, study explores how gender influences participants' viewpoints. To achieve these objectives, comprehensive multiple-choice questionnaire was administered to students, inquiring not only their background knowledge biology, including gender, age, level interest measured Likert scale but also understanding tenets evolutionary theory. A subsequent analysis data collected conducted determine if were any correlations between percentages correct incorrect responses, as well whether responses indicative gender-based patterns statistical deviations. According many our educational framework hold viewpoints biological concepts. Furthermore, no correlation misconceptions identified variables such grade Panhellenic exams, biology courses. The findings implications enhancement science education, curriculum development, ongoing professional development educators field.

Language: Английский

Honors High School Graduates Students’ Misconceptions Regarding Evolutionary Theory of Biology DOI
Δημήτρης Πανάγου,

Christina Kostara,

Evangelos Dimos

et al.

EIKI Journal of Effective Teaching Methods, Journal Year: 2024, Volume and Issue: 2(3)

Published: July 20, 2024

Over the years, there has been a growing emphasis in scientific research on uncovering students' alternative conceptions or interpretations of fundamental concepts and principles within field biology. This endeavor yielded wealth valuable international bibliographic data, particularly about teaching reception theory evolution among respondents. Specifically, this paper addresses evolution, investigating perspectives held by honors graduate students from third Lyceum for Biology who are enrolled medical school. Additionally, study explores how gender influences participants' viewpoints. To achieve these objectives, comprehensive multiple-choice questionnaire was administered to students, inquiring not only their background knowledge biology, including gender, age, level interest measured Likert scale but also understanding tenets evolutionary theory. A subsequent analysis data collected conducted determine if were any correlations between percentages correct incorrect responses, as well whether responses indicative gender-based patterns statistical deviations. According many our educational framework hold viewpoints biological concepts. Furthermore, no correlation misconceptions identified variables such grade Panhellenic exams, biology courses. The findings implications enhancement science education, curriculum development, ongoing professional development educators field.

Language: Английский

Citations

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