Influence of sociocultural factors and acceptance of Creationism in the comprehension of evolutionary Biology in freshman brazilian students

The creationist movements in Brazil, although considered weak, are on the increase. The Brazilian legislation neither imposes any objection in teaching evolution nor obliges the teaching of creationism as an alternative to evolution in science classes. Furthermore, it allows the optional teaching of religion at schools. The aim of the present study was to evaluate the knowledge regarding biological evolution in freshman students from a Brazilian university. Such knowledge was related to sociocultural factors such as their parental education level, the type of high school the student graduated from (private or public school), their philosophical/religious position as well as the acceptance of creationism as an alternative to evolution. Among those factors, the latter two showed significant differences, in which the higher averages belonged both to the atheistic students and to those who do not accept creationism as an alternative to evolution

Misconceptions about evolution in brazilian freshmen students

Regarding such an important issue as our origin, as well as the origin of all biological diversity, it is surprising to realize that evolution still faces drawbacks in keeping its deserved notability as a unifying theory in biology. This does not happen because evolutionism lacks validity as a scientific theory, but rather because of several misconceptions regarding evolutionary biology that were and continue to be found in elementary and secondary education. Furthermore, mistaken evolutionary ideas also affect some philosophical and social issues. The aim of the present study was to evaluate knowledge about evolution among freshman students from distinct majoring areas at Universidade Estadual do Centro-Oeste do Paraná (UNICENTRO), Brazil. The research was carried out based on aten-question questionnaire about evolution with distinct levels of difficulty, comprising the most observed misconceptions. In this study, 231 students attending classes in biological sciences (morning and evening schedule), exact sciences (agronomy, physics, chemistry, and math), and human sciences (history, geography, and pedagogy) were interviewed. The total average of right answers was 48.8%, and the highest average per course obtained was 58.7% from the students attending biological sciences (evening schedule). Although evolutionary biology and ecology are supposed to represent teaching guide issues according to the recommendations of the National Curricular Parameters for the Secondary School, the data obtained suggest that the evidence for evolution, the role of natural selection and random events, as well as the sources of variation, must be better focused at schools

Trends in Karyotype Evolution in Astyanax (Teleostei, Characiformes, Characidae): Insights From Molecular Data

The study of patterns and evolutionary processes in neotropical fish is not always an easy task due the wide distribution of major fish groups in large and extensive river basins. Thus, it is not always possible to detect or correlate possible effects of chromosome rearrangements in the evolution of biodiversity. In the Astyanax genus, chromosome data obtained since the 1970s have shown evidence of cryptic species, karyotypic plasticity, supernumerary chromosomes, triploidies, and minor chromosomal rearrangements. In the present work, we map and discuss the main chromosomal events compatible with the molecular evolution of the genus Astyanax (Characiformes, Characidae) using mitochondrial DNA sequence data, in the search for major chromosome evolutionary trends within this taxon