Abstract
In this study, it was investigated the understanding of evolution concept, analyzed scientific concepts and misconceptions in the class about evolution unit of pre-service biology teachers, and examined the correlation between evolution concepts and class contents of evolution. Participants were 31 students in the department of biology education(15 sophomores and 16 seniors). ACORNS was used as an evolution concept assessment tool. As a result of ACORNS, 4th graders had higher scores on scientific concept than 2nd graders, and the number of mentions per student was higher. The frequency of the 7 scientific concepts were different, and the frequency of the concepts of ‘overproduction of offspring’, ‘competition’, and ‘the heritability of variation’ was low. Misconceptions appeared significantly in the 2nd graders, and ‘teleological explanations’ was the most common. As a result of analyzing the contents of the class about evolution unit, the scientific concepts appeared more than the ACORNS result, and the frequency was significantly higher in the 4th graders than the 2nd graders like ACORNS case. The number of pre-service biology teachers who referred to each scientific concept and the number of mentions differed by concept, and the tendency was similar to that of ACORNS. The misconceptions were less than the ACORNS result. Unlike in ACORNS, ‘creationism’ and ‘scheduled direction’ misconceptions appeared, and an explanation that recognizes ‘evolution’ as another event following ‘natural selection’ appeared. The ACORNS scientific concept was highly correlated with the frequency of scientific concept emergence in class demonstration. It is suggested as follows. It is necessary to teach the scientific concepts of evolution explicitly and to provide an opportunity to develop methodological knowledge that conveys the content of the evolution topic. It is also necessary to diversify the contents of textbook related to evolution.
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