Abstract
BackgroundStudents’ knowledge of scientific principles of evolution is often inadequate, despite its recognized importance for understanding biology. Moreover, difficulties associated with underlying abstract concepts such as randomness and probability can hinder successful learning of evolutionary concepts. Studies show that visualizations, particularly simulations together with appropriate instructional support, facilitate the learning of abstract concepts. Therefore, we have developed interactive, web-based simulation software called EvoSketch in efforts to help learners grasp the nature and importance of random and probabilistic processes in evolutionary contexts. We applied EvoSketch in an intervention study comparing four self-directed study conditions: learning with EvoSketch (1) alone, (2) combined with interpretative support, (3) combined with reflective support, and (4) using texts about randomness and probability instead of EvoSketch. All conditions received no support from any instructors. Knowledge about evolution as well as randomness and probability in the context of evolution, time-on-task, and perceived cognitive load were measured. A sample of 269 German secondary school students (Mage = 15.6 years, SD = 0.6 years) participated in the study.ResultsLearners using EvoSketch without additional support obtained higher follow-up test scores regarding their knowledge of randomness and probability than those using the text-based approach. However, use of the simulations together with given instructional support (interpretative or reflective) did not increase students’ performance, relative to the text-based approach. In addition, no significant between-intervention differences were found concerning the knowledge of evolution, while significant differences between the groups were detected concerning students’ perceived cognitive load and time-on-task.ConclusionsFrom our findings, we conclude that EvoSketch seems to have a very small positive effect on students’ understanding of randomness and probability. Contrary to our expectations, additional self-directed instructional support did not improve students’ understanding, probably because it was not necessary to understand EvoSketch simulations. When using EvoSketch in the classroom, we recommend increasing the intervention timeframe to several sessions and a variety of evolutionary examples for which EvoSketch serves as an underlying framework.
Highlights
Learners have well-documented problems with understanding and learning key scientific concepts like energy (e.g., Opitz et al 2017; Wernecke et al 2018), genetics (e.g., Schmiemann et al 2017; Venville et al 2005), and evolution (e.g., Gregory 2009; Rector et al 2013; Rosengren et al 2012)
Researchers involved in the EvoVis-project (EvoVis: Challenging Threshold Concepts in Life Science enhancing understanding of evolution by visulaization) have developed interactive, web-based simulation software, called EvoSketch, which allows learners to explore random and probabilistic phenomena associated with the process of natural selection
Current research mentioned learning difficulties with those evolutionary concepts that are strongly related to underlying abstract concepts like randomness and probability, so-called threshold concepts (Mead and Scott 2010; Ross et al 2010)
Summary
Learners have well-documented problems with understanding and learning key scientific concepts like energy (e.g., Opitz et al 2017; Wernecke et al 2018), genetics (e.g., Schmiemann et al 2017; Venville et al 2005), and evolution (e.g., Gregory 2009; Rector et al 2013; Rosengren et al 2012). It may be essential to address these underlying abstract concepts to overcome problems in learning evolution (Tibell and Harms 2017) Appropriate visualizations such as simulations may help in overcoming these limitations and make the concepts tangible. One problem is that many words in science lessons such as adaptation or fitness appear in other contexts or everyday language with slightly different meanings This can confuse students and lead to misused scientific terminology (Rector et al 2013; To et al 2017). Current research mentioned learning difficulties with those evolutionary concepts that are strongly related to underlying abstract concepts like randomness and probability, so-called threshold concepts (Mead and Scott 2010; Ross et al 2010). Threshold concepts are proposed to have eight characteristics: transformative (occasioning a shift in perception and practice), probably irreversible (unlikely to be forgotten or unlearned), integrative (surfacing patterns and connections), often disciplinary bounded, troublesome (dealing with counter-intuitive or alien knowledge), reconstructive (reconfiguring learners’ prior knowledge), discursive (extended language usage), and crossing through liminal space (chaotic progress across conceptual terrains; Land 2011; Meyer and Land 2003, 2006; Taylor 2006)
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