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Description / Abstract
Evolution by natural selection is foundational in biology, yet decades of science education research have shown that common alternative conceptions often persist after college biology instruction. Some of these alternative conceptions are based on deeply ingrained ideas that conflict with the accepted scientific understandings of the role of genetics in natural selection. Effective teaching interventions are needed to address this concern. This study examines whether a concept cartoon intervention improves students’ understandings about the role of genetics in natural selection, as measured by concept inventory (CI) questions. Using a mixed methods approach, 88 students at a private Christian university participated in either concept cartoon activities or short answer activities (control), and their improvement was assessed using normalized learning gain scores on pre-test/post-test CI questions. Qualitative results indicated that concept cartoons successfully elicited correct conceptions from students and showed that concept cartoon activities were perceived as helpful in both majors’ and nonmajors’ biology courses. Answer choices for concept cartoons also matched students’ written explanations. Quantitative results showed that concept cartoons were more effective than the control activity at improving nonmajors students’ CI scores, and that students who engaged in concept cartoon activities chose the most common distractors less often than control students. Overall, these results support the use of concept cartoons as a useful learning activity in college biology courses to address common alternative conceptions regarding the role of genetics in natural selection, particularly in nonmajors’ courses.
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Keywordsnatural selection, genetics, concept cartoons, concept inventory
Degree AwardedM.S. in Biology
Awarding InstitutionPoint Loma Nazarene University
Committee MembersApril Cordero, Dawne Page
Supervisor or ChairDianne Anderson
Peer Reviewed?No
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PLNU Master's Theses 2021-2025
10 Resources
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