Is Oklahoma really OK? A regional study of the prevalence of biological evolution-related misconceptions held by introductory biology teachers

Abstract

Background: Biological evolutionary explanations pervade all biological fields and bring them together under one theoretical umbrella. Whereas the scientific community embraces the theory of biological evolution, the general public largely lacks an understanding, with many adhering to misconceptions. Because teachers are functioning components of the general public and most teachers experience the same levels of science education as does the general public, teachers too are likely to hold biological evolution misconceptions. The focus of this study was to identify the types and prevalence of biological evolution misconceptions held by Oklahoma high school introductory biology teachers and to correlate those findings with demographic variables. Methods: Seventy-six teachers who taught at least one section of Biology I during the 2010 to 2011 academic year in one of 71 Oklahoma public high schools served as this study's unit of analysis. The Biological Evolution Literacy Survey, which possesses 23 biological misconception statements grouped into five categories, served as the research tool for identifying participants' misconceptions, calculating conception index scores, and collecting demographic data. Results: Analysis of survey results revealed participants' knowledge of biological evolution concepts to be lacking as indicated by a mean 72.9% rate of understanding coupled with a 23.0% misconception rate. Results also indicated significant differences in participants' mean index scores related to biological evolution knowledge self-rating and hours dedicated to teaching evolution. Conclusions: Biological evolution-related misconceptions are prevalent within Oklahoma's introductory biology teachers. Implications associated with the study's results are explained, including that of teachers serving as sources of student misconceptions.