Why aren't the kids down with Darwin? En forskningsöversikt om evolutionsundervisningen

Abstract

The theory of evolution is a complex scientific theory that contains several difficult concepts which can cause difficulties for both students and teachers around the world. In this literature analysis we aim to answer the questions: “What’s stopping students from understanding the theory of evolution, what seems to be the causes and what can be done to solve these problems?”. The results found in relevant research articles are summarized in this article. The articles used were found through search engines such as ERC and GU Supersök as well as through chain-searching. All of the referenced texts were peer-reviewed. The obstacles for students’ understanding that have been documented by researchers can be divided into three categories: cognitive difficulties, emotional difficulties and structural problems. The cognitive difficulties include complicated concepts, confusing the scientific meaning of a word with the everyday meaning and the creation of alternative ideas. The emotional difficulties are either due to religious beliefs or philosophical ideas. In connection to religious beliefs the link between accepting the theory of evolution and understanding it is discussed. The evidence on this particular subject is conflicting however, as such a link has yet to be definitely proven. The last category of obstacles to understanding discussed in the text is structural problems which consists of teaching methods that have proved to be ineffective in helping students understand the theory of evolution, as well as aspects of the school system and society itself which may affect students’ way of thinking. Research indicates that the theory of evolution needs to be introduced to students at an earlier age-level to increase the effect of the teaching. Also, the theory of evolution needs to no longer be taught as a separate subject in school and instead be seen as a framework for the biology subject. Other practical advice for teachers and educators which is supported by the research include supplying students with physical evidence of evolutionary processes taking place, respecting students' convictions and for the teacher to acquire an understanding of students’ knowledge levels before starting any teaching on the subject. All of these teaching methods as well as others mentioned later in the text have been shown by researchers to improve students’ understanding of evolution and increase knowledge-gain compared to other commonly used practices.