An initial approach to Chilean undergraduate students' understanding of the Evolution Theory

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Published: May 22, 2018
DOI: https://doi.org/10.4067/S0718-07052013000200005
Keywords:
- evolution
- understanding of evolution
- acceptance of evolution
- misconceptions
- nature of science

Main Article Content

Hernán L. Cofré
Illinois Institute of Technology, Mathematics and Science Education Department, Chicago, IL, USA.
Claudia A. Vergara
Illinois Institute of Technology, Mathematics and Science Education Department, Chicago, IL, USA.
David P. Santibáñez
Universidad Católica Silva Henríquez, Facultad de Educación, General Jofré 462, Santiago, Chile.
Juan P. Jiménez
Illinois Institute of Technology, Mathematics and Science Education Department, Chicago, IL, USA.

Abstract

Given the importance of the Theory of Evolution (TE) as scientific knowledge, the aim of the present study was to characterize the understanding about TE of 248 undergraduate students. Data was collected based on an 18 question instrument (3 demographic, 14 Likert scale and one open-ended), that targeted three main topics: Understanding of Theory and Law (UTL), Understanding of TE (UTE), and Acceptance of TE (ATE). The analysis of data revealed that 74% of the participants accept TE as established scientific knowledge; however, they also had misconceptions about ET and TL. The implications for teaching TE in high school and in the education of science teachers are also discussed in this study.


 

Article Details

How to Cite
Cofré, H. L., Vergara, C. A., Santibáñez, D. P., & Jiménez, J. P. (2018). An initial approach to Chilean undergraduate students’ understanding of the Evolution Theory. Pedagogical Studies, 39(2), 67–83. https://doi.org/10.4067/S0718-07052013000200005
Issue
Vol. 39 No. 2 (2013)
Section
INVESTIGACIONES
Author Biographies

Hernán L. Cofré, Illinois Institute of Technology, Mathematics and Science Education Department, Chicago, IL, USA.

Pontificia Universidad Católica de Valparaíso, Instituto de Biología, Av. Universidad 330, Curauma, Valparaíso, Chile. 

Claudia A. Vergara, Illinois Institute of Technology, Mathematics and Science Education Department, Chicago, IL, USA.

Universidad Alberto Hurtado, Facultad de Filosofía y Humanidades, Santiago, Chile.