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A comparison study of human examples vs. non-human examples in an evolution lesson leads to differential impacts on student learning experiences in an introductory biology course

Authors
  • Grunspan, Daniel Z.1
  • Dunk, Ryan D. P.2
  • Barnes, M. Elizabeth3
  • Wiles, Jason R.4
  • Brownell, Sara E.5
  • 1 University of Guelph, Guelph, Canada , Guelph (Canada)
  • 2 University of Northern Colorado, Greeley, USA , Greeley (United States)
  • 3 Middle Tennessee State University, Murfreesboro, USA , Murfreesboro (United States)
  • 4 Syracuse University, Syracuse, USA , Syracuse (United States)
  • 5 Arizona State University, Tempe, USA , Tempe (United States)
Type
Published Article
Journal
Evolution: Education and Outreach
Publisher
Springer US
Publication Date
Jun 26, 2021
Volume
14
Issue
1
Identifiers
DOI: 10.1186/s12052-021-00148-w
Source
Springer Nature
Keywords
Disciplines
  • Research Article
License
Green

Abstract

BackgroundInstructors can teach evolution using any number of species contexts. However, not all species contexts are equal, and taxa choice can alter both cognitive and affective elements of learning. This is particularly true when teaching evolution using human examples, a promising method for evolution instruction that nevertheless comes with unique challenges. In this study, we tested how an evolution lesson focused on a human example may impact students’ engagement, perceived content relevance, learning gains, and level of discomfort, when compared to the same lesson using a non-human mammal example. We use this isomorphic lesson and a pre-post study design administered in a split-section introductory biology classroom to isolate the importance of the species context.ResultsFor two of the four measurements of interest, the effect of using human examples could not be understood without accounting for student background. For learning gains, students with greater pre-class content knowledge benefited more from the human examples, while those with low levels of knowledge benefited from the non-human example. For perceived relevance, students who were more accepting of human evolution indicated greater content relevance from the human example. Regardless of condition, students with lower evolution acceptance reported greater levels of discomfort with the lesson.ConclusionsOur results illustrate the complexities of using human examples to teach evolution. While these examples were beneficial for many students, they resulted in worse outcomes for students that were less accepting of evolution and those who entered the course with less content knowledge. These findings demonstrate the need to consider diverse student backgrounds when establishing best practices for using human examples to teach evolution.

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