Do disciplinary contexts impact the learning of evolution? Assessing knowledge and misconceptions in anthropology and biology students

Abstract Background Evolution education research has focused on biology populations, while other disciplines organized around evolutionary theory—such as biological anthropology—remain understudied. Cognitive science and education research suggest that learning evolution within the context of human evolution might cause increased understanding of evolutionary theory, as well as reasoning patterns relating to evolutionary change different from those stemming from learning evolution in a more generalized context. Biological anthropology students could offer a test of this hypothesis. This study incorporates this underrepresented population into the evolution education literature in order to generate insights into the effects of disciplinary context on evolutionary knowledge and reasoning. Methods Undergraduate biology and anthropology students (N = 268) completed two validated and published evolution knowledge instruments: Conceptual Inventory of Natural Selection (CINS) and Assessment of Contextual Reasoning about Natural Selection (ACORNS). We varied the surface features of the ACORNS items [i.e., the trait (familiar, unfamiliar) and taxon (human, non-human)] and evaluated if the populations differed in their instrument scores or sensitivity to item surface features. Results The populations differed in background and demographic variables. Evolutionary knowledge and reasoning patterns also differed, with biology students having higher CINS scores, more key concepts, fewer naive ideas, and higher frequencies of accurate reasoning models. However, scores were generally poor for both populations. When background and demographic factors were controlled, key concept scores were comparable, but anthropology students continued to display lower measures for the other variables. Additionally, biology students’ showed limited sensitivity to the item surface features compared to anthropology students. Conclusions Anthropology and biology students displayed significantly different demographic and academic backgrounds, making comparisons complex. We did not find evidence that learning evolution within a human/primate context generated greater instrument scores or lower sensitivities to item surface features. Rather, both anthropology and biology students were novice-like in their evolutionary knowledge and reasoning patterns. Anthropology students were more novice-like because they displayed sensitivities to item surface features. Our study raises questions about how best to assess the relative impact of taxon and trait familiarity on the measurement of evolutionary knowledge and reasoning

Measuring evolution acceptance using the GAENE: influences of gender, race, degree-plan, and instruction

Abstract Background The evolution education research community has defined the construct of “evolution acceptance” in different ways and measured it using different instruments. One of these instruments—the GAENE—has not been analyzed across different student populations, demographic groups, degree plans, and instructional treatments. Such comparisons are crucial for examining whether the inferences drawn from instrument measures are valid, reliable, and generalizable. In this study, we attempt to replicate findings produced in the original validation study and explore aspects of the instrument not previously examined. Methods We use Rasch analysis to study a large sample (n > 700) of undergraduates enrolled in standard introductory biology classes in the Northeastern USA. Participants completed the GAENE pre- and post-course for two semesters, and the MATE pre- and post-course for one semester. We assessed dimensionality, reliability, item fit, and rating scale functioning. We used regression analyses and generalized eta squared to evaluate the contribution of demographic and background variables to pre-course measures and pre-post course acceptance gains. Results Our analyses of GAENE dimensionality and item properties were generally in line with prior work, including the finding that particular items displayed psychometric problems. Surprisingly, GAENE measures did not differ between biology majors and non-majors. Evolution instruction produced significant but small pre-post improvements in GAENE measures. GAENE measures were significantly associated with MATE measures (0.68–0.80). White and male participants had the highest evolution acceptance measures using both the MATE and the GAENE; race had a much stronger contribution to MATE measures as compared to GAENE measures. Race and gender acceptance differences were found to be as large as the differences produced in response to evolution instruction. Conclusions Overall measures of acceptance change will be similar, but not identical, using the MATE and the GAENE. We make several recommendations for the modification or removal of some GAENE items, as well as future research directions for the measurement of evolution acceptance

Causes of warm-edge range limits: Systematic review, proximate factors and implications for climate change

Aim: The factors that set species range limits underlie many patterns in ecology, evolution, biogeography and conservation. These factors have been the subject of several reviews, but there has been no systematic review of the causes of warm-edge limits

How does climate change cause extinction?

Anthropogenic climate change is predicted to be a major cause of species extinctions in the next 100 years. But what will actually cause these extinctions? For example, will it be limited physiological tolerance to high temperatures, changing biotic interactions or other factors? Here, we systematically review the proximate causes of climate-change related extinctions and their empirical support. We find 136 case studies of climatic impacts that are potentially relevant to this topic. However, only seven identified proximate causes of demonstrated local extinctions due to anthropogenic climate change. Among these seven studies, the proximate causes vary widely. Surprisingly, none show a straightforward relationship between local extinction and limited tolerances to high temperature. Instead, many studies implicate species interactions as an important proximate cause, especially decreases in food availability. We find very similar patterns in studies showing decreases in abundance associated with climate change, and in those studies showing impacts of climatic oscillations. Collectively, these results highlight our disturbingly limited knowledge of this crucial issue but also support the idea that changing species interactions are an important cause of documented population declines and extinctions related to climate change. Finally, we briefly outline general research strategies for identifying these proximate causes in future studies

Towards common ground in measuring acceptance of evolution and knowledge about evolution across Europe: a systematic review of the state of research

Background Relatively little information is available regarding the level of acceptance of evolution and knowledge about evolution in different educational settings in Europe. The aim of the present study is to fill this gap and provide a comprehensive overview of the current state of research regarding evolutionary knowledge and acceptance of students and teachers across Europe, based on a systematic literature review. Results We identified 56 papers for the period 2010–2020, presenting results for 29 European countries. Both knowledge and acceptance of evolution were assessed in 17 studies. Out of 13 instruments most commonly used in the literature, five have been used in the European context so far: ACORNS, CINS, I-SEA, KEE and MATE. Thirty-one other instruments were identified of which 16 were used in studies on knowledge and 15 in studies on acceptance. The extent of knowledge was hard to compare even within groups of the same education level due to the application of different instruments and assessment of different key concepts. Our results illustrate the persistence of misconceptions through all education levels. Comparing acceptance among different education levels and countries revealed a high diversity. However, a lack of evolution in curricula tended to be associated with rejection of evolution in some countries. European studies that investigated both acceptance of evolution and knowledge about evolution varied highly concerning the existence and strength of the relationship between these factors. However, some trends are visible, such as an increase of strength of the relationship the higher the education level. Conclusions The present review highlights the lack of a standardized assessment of evolutionary knowledge and acceptance of evolution across Europe and, therefore, of reasonably comparable data. Moreover, the review revealed that only about one-third of all studies on acceptance and/or knowledge about evolution provided evidence for local validity and reliability. We suggest the use of assessment categories for both knowledge and acceptance instruments to allow for interpretation and comparison of sum scores among different sample groups. This, along with prospective comparative research based on similar samples, paves the way for future research aimed at overcoming current biases and inconsistencies in results.European Cooperation in Science and Technology http://dx.doi.org/10.13039/501100000921Peer Reviewe