The effect of instruction based on the nature of science and eliminating preconceptions on understanding and acceptance of evolution

Abstract

In this investigation, nature of science instruction was blended with evolution instruction that did not use words like evolution and natural selection for the purpose of increasing student understanding of evolution and the nature of science as well as increasing acceptance of the theory of evolution. Participants included 1 class of 20 7th-graders and 1 class of 18 8th-graders. Student learning and understanding were assessed with classroom summative tests, online surveys, and recorded interviews. Results revealed increased understanding of the nature of science and evolution, along with increased acceptance of evolution.