Confusion about evolution. En litteraturstudie om elevers missuppfattningar om biologisk evolution och undervisningsstrategier för att motarbeta dem.

Abstract

Both students and biology teachers face challenges in teaching evolution due to complex concepts and connections. Students' understanding of evolutionary theory can be hindered by individual interpretations leading to misconceptions about key evolutionary concepts. This thesis is a scientific literature review that examines what misconceptions secondary school pupils have about the theory of evolution and identifies teaching strategies that can help teachers address these misconceptions. The literature review is based on systematic searches of the ERC (Education Research Complete) and ERIC databases. The selected articles are peer-reviewed studies that have conducted research in the same area. According to the results of this study, misconceptions about teleological and Lamarckian thinking have been most frequent, with students holding the belief that evolution has a purpose or that individuals adapt through their own efforts. There have also been misconceptions about evolutionary concepts, such as natural selection, fitness, mutation and variation. Teaching strategies identified in this study have proved useful in addressing these misconceptions. For example, comparisons between scientific and everyday meanings of concepts can clarify evolutionary concepts. Addressing the common misconceptions that other students have had, as well as leading the lessons with interactive and role-playing activities, has been shown to promote students' understanding. This work can make a meaningful contribution to both current and future biology teachers by conveying student misconceptions and providing inspiration for teaching strategies that can improve the teaching of evolution.