The Impact of Exploring Sexual Selection on Primary School Students’ Understanding of Evolution
Abstract
Several researchers and scientific institutions argue that evolution should be explored from the first school years. However, few studies have analysed primary school students’ understanding of evolutionary processes or evaluated the impact of educational activities on such knowledge. The available data: i) suggest that primary school students can learn about evolution; and ii) identify differential reproduction as the key evolution concept less often used by students to make and justify evolutionary predictions. In the present study, we evaluate the impact of an educational programme on primary school students’ level of understanding of evolution by sexual selection and on their ability to employ differential reproduction to propose and justify evolutionary predictions. An evaluation framework was applied to estimate primary school students’ level of understanding of evolution by sexual selection in third- and fourth-grade classes, before and after the students were exposed to the educational programme. A significant increase in the level of understanding of evolution by sexual selection was observed in the target classes, but not in the control classes. This result was primarily driven by a significant increase in the students’ justifications employing the concept of differential reproduction. The results suggest that activities that model and simulate biological evolution through sexual selection can contribute to primary school students’ understanding of evolutionary processes.
Downloads
References
Andersson, M. (1994). Sexual selection. Princeton University Press.
Andersson, M., & Iwasa, Y. (1996). Sexual selection. Trends in Ecology & Evolution, 11(2), 53–58. https://doi.org/10.1016/0169-5347(96)81042-1
Andersson, M., & Simmons, L. W. (2006). Sexual selection and mate choice. Trends in Ecology & Evolution, 21(6), 296–302. https://doi.org/10.1016/j.tree.2006.03.015
Berti, A. E., Barbetta, V., & Toneatti, L. (2015). Third-graders’ conceptions about the origin of species before and after instruction: An exploratory study. International Journal of Science and Mathematics Education, 15(2), 215–232. https://doi.org/10.1007/s10763-015-9679-5
Bishop, B. A., & Anderson, C. W. (1986). Student conceptions of natural selection and its roles in evolution. Institute for Research on Teaching, Michigan State University.
Bouwma-Gearhart, J., & Bouwma, A. (2015). Inquiry through modeling: Investigation exploring the tensions between natural & sexual selection using crickets. The American Biology Teacher, 77(2), 128–133. https://doi.org/10.1525/abt.2015.77.2.8
Brown, S. A., Ronfard, S., & Kelemen, D. (2020). Teaching natural selection in early elementary classrooms: Can a storybook intervention reduce teleological misunderstandings? Evolution: Education and Outreach, 13(1). https://doi.org/10.1186/s12052-020-00127-7
Bruckermann, T., Fiedler, D., & Harms, U. (2020). Identifying precursory concepts in evolution during early childhood – A systematic literature review. Studies in Science Education, 57(1), 85–127. https://doi.org/10.1080/03057267.2020.1792678
Campos, R., & Sá-Pinto, A. (2013). Early evolution of evolutionary thinking: Teaching evolution in elementary schools. Evolution: Education and Outreach, 6, 25. https://doi.org/10.1186/1936-6434-6-25
Cavadas, B. (2017). “On the origin of speciesâ€: Didactic transposition to the curriculum and Portuguese science textbooks (1859-1959). Espacio, Tiempo y Educación, 4(2), 143. https://doi.org/10.14516/ete.149
Cavadas, B., & Sá-Pinto, X. (2021). Conceções de Estudantes Portugueses em Formação Inicial de Professores sobre a Evolução e a Origem da Vida [Conceptions of Portuguese students in initial teacher education about evolution and the origin of life]. Revista Brasileira de Pesquisa em Educação em Ciências, 20(u), 1339–1362. https://doi.org/10.28976/1984-2686rbpec2020u13391362
Darwin, C. (1871). The descent of man, and selection in relation to sex. John Murray.
Darwin, C., & Wallace, A. (1858). On the tendency of species to form varieties; and on the perpetuation of varieties and species by natural means of selection. Journal of the Proceedings of the Linnean Society of London. Zoology, 3(9), 45–62. https://doi.org/10.1111/j.1096-3642.1858.tb02500.x
Fee, J., & Alfano, A. (2021, November 19). Evolution in paradise. The Cornell Lab of Ornithology. https://www.birds.cornell.edu/k12/evolution-in-paradise/
Gregory, T. R. (2009). Understanding natural selection: Essential concepts and common misconceptions. Evolution: Education and Outreach, 2(2), 156–175. https://doi.org/10.1007/s12052-009-0128-1
Grether, G. F. (2021). Developing & testing curricula for teaching evolutionary concepts at the elementary school level. The American Biology Teacher, 83(2), 96–103. https://doi.org/10.1525/abt.2021.83.2.96
Jones, A. G. (2005). The measurement of sexual selection using Bateman’s principles: An experimental test in the sex-role-reversed pipefish Syngnathus Typhle. Integrative and Comparative Biology, 45(5), 874–884. https://doi.org/10.1093/icb/45.5.874
Jørgensen, P. S., Folke, C., & Carroll, S. P. (2019). Evolution in the anthropocene: Informing governance and policy. Annual Review of Ecology, Evolution, and Systematics, 50(1), 527–546. https://doi.org/10.1146/annurev-ecolsys-110218-024621
Kalinowski, S. T., Leonard, M. J., Andrews, T. M., & Litt, A. R. (2013). Six classroom exercises to teach natural selection to undergraduate biology students. CBE—Life Sciences Education, 12(3), 483–493. https://doi.org/10.1187/cbe-12-06-0070
Kane, E. A., Broder, E. D., Warnock, A. C., Butler, C. M., Judish, A. L., Angeloni, L. M., & Ghalambor, C. K. (2018). Small fish, big questions: Inquiry kits for teaching evolution. The American Biology Teacher, 80(2), 124–131. https://doi.org/10.1525/abt.2018.80.2.124
Kapsala, N., Galani, A., & Mavrikaki, E. (2022). Nature of science in Greek secondary school biology textbooks. Center for Educational Policy Studies Journal, 12(2), 143–168. https://doi.org/10.26529/cepsj.1309
Kelemen, D., Emmons, N. A., Seston Schillaci, R., & Ganea, P. A. (2014). Young children can be taught basic natural selection using a picture-storybook intervention. Psychological Science, 25(4), 893–902. https://doi.org/10.1177/0956797613516009
Kuschmierz, P., Beniermann, A., Bergmann, A., Pinxten, R., Aivelo, T., Berniak-Woźny, J., Bohlin, G., Bugallo-Rodriguez, A., Cardia, P., Cavadas, B. F., Cebesoy, U. B., Cvetković, D. D., Demarsy, E., ÄorÄ‘ević, M. S., Drobniak, S. M., Dubchak, L., Dvořáková, R. M., FanÄoviÄová, J., Fortin, C., … Graf, D. (2021). European first-year university students accept evolution but lack substantial knowledge about it: A standardized European cross-country assessment. Evolution: Education and Outreach, 14(1). https://doi.org/10.1186/s12052-021-00158-8
Lahm, K. (2007). Validity, quantitative. In G. Ritzer (Ed.), The Blackwell encyclopaedia of sociology. essay, Blackwell.
Lawson, K. (2003). Darwin and evolution for kids: His life and ideas, with 21 activities. Chicago Review Press.
Luttikhuizen, P. C. (2018). Teaching evolution using a card game: Negative frequency-dependent selection. Journal of Biological Education, 52(2), 122–129. https://doi.org/10.1080/00219266.2017.1420677
McHugh, M. L. (2012). Interrater reliability: The kappa statistic. Biochemia Medica, 276–282. https://doi.org/10.11613/bm.2012.031
Mestrinho, N., Ribeiro, J., Pinto, A., Sarmento, I., & Sá-Pinto, X. (2023). Malthus’ principle in the teaching of evolution as an integrative context of science and mathematics in elementary education. In B. Cavadas & N. Branco (Eds.). Handbook of Research on Interdisciplinarity Between Science and Mathematics in Education. IGI Global. https://doi.org/10.4018/978-1-6684-5765-8.ch010
Miller, J. D., Scott, E. C., & Okamoto, S. (2006). Public acceptance of evolution. Science, 313(5788), 765–766. https://doi.org/10.1126/science.1126746
Moore, D., Holbrook, C. T., Meadows, M. G., & Taylor, L. A. (2012). The mating game: A classroom activity for undergraduates that explores the evolutionary basis of sex roles. The American Biology Teacher, 74(9), 648–651. https://doi.org/10.1525/abt.2012.74.9.9
Nadelson, L., Culp, R., Bunn, S., Burkhart, R., Shetlar, R., Nixon, K., & Waldron, J. (2009). Teaching evolution concepts to early elementary school students. Evolution: Education and Outreach, 2(3), 458–473. https://doi.org/10.1007/s12052-009-0148-x
National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. The National Academies Press.
National Research Council. (2013). Next generation science standards: For States, by States. The National Academies Press.
Nehm, R. (2018). Evolution. In K. Kampourakis & M. J. Reiss (Eds.), Teaching biology in schools: Global research, issues and trends. Routledge.
Nehm, R. H., & Reilly, L. (2007). Biology majors’ knowledge and misconceptions of natural selection. BioScience, 57(3), 263–272. https://doi.org/10.1641/b570311
Nehm, R. H., Poole, T. M., Lyford, M. E., Hoskins, S. G., Carruth, L., Ewers, B. E., & Colberg, P. J. (2008). Does the segregation of evolution in biology textbooks and introductory courses reinforce students’ faulty mental models of biology and evolution? Evolution: Education and Outreach, 2(3), 527–532. https://doi.org/10.1007/s12052-008-0100-5
Palanza, P., & Parmigiani, S. (2016). Why human evolution should be a basic science for medicine and psychology students. Journal of Anthropological Sciences, 94, 183–192. https://doi.org/10.4436/jass.94034
Prinou, L., Halkia, L., & Skordoulis, C. (2011). The inability of primary school to introduce children to the theory of biological evolution. Evolution: Education and Outreach, 4(2), 275–285. https://doi.org/10.1007/s12052-011-0323-8
Sá-Pinto, X., Pinto, A., Cardia, P., Fonseca, M. J., & Lopes, J.B. (2017a). Proposal for a framework to evaluate elementary school students understanding of natural selection. Enseñanza de las Ciencias. Nº extraordinário: 1083–1088.
Sá-Pinto, X., Cardia, P., & Campos, R. (2017b). Sexual selection: A short review on its causes and outcomes and activities to teach evolution and the nature of science. American Biology Teacher, 79 (2), 135–143. https://doi.org/10.1525/abt.2017.79.2.135
Sá-Pinto, X., Pinto, A., Ribeiro, J., Sarmento, I., Pessoa, P., Rodrigues, L., Vázquez-Bem, L., Mavrikaki, E., & Lopes, J. B. (2021a) Following Darwin’s footsteps: Evaluating the impact of an activity designed for elementary school students to link historically important evolution key concepts on their understanding of natural selection. Ecology and Evolution, 11(18), 12236–12250.
Sá-Pinto, X., Realdon, G., Torkar G., Sousa B., Georgiou M., Jeffries A., Korfiatis K., (…), & Mavrikaki, E. (2021b) Development and validation of a Framework for the Assessment of school Curricula on the presence of Evolutionary concepts (FACE). Evolution: Education and Outreach, 14(3). https://doi.org/10.1186/s12052-021-00142-2
Shuker, D. M., & Kvarnemo, C. (2021). The definition of sexual selection. Behavioral Ecology, 32(5), 781–794. https://doi.org/10.1093/beheco/arab055Stemler, S. E. (2004). A Comparison of consensus, consistency, and measurement approaches to estimating interrater reliability. Practical Assessment, Research, and Evaluation, 9(4). https://doi.org/https://doi.org/10.7275/96jp-xz07
Tibell, L. A., & Harms, U. (2017). Biological principles and threshold concepts for understanding natural selection. Science & Education, 26(7-9), 953–973. https://doi.org/10.1007/s11191-017-9935-x
Torkar, G. (2017). Treagust, David F., & Tsui, Chi-yan (ed.) (2013). Multiple representations in biological education, models and modeling in science education (Volume 7). Dordrecht, Heidelberg, New York, London: Springer. 390 P. Isbn: 978-94-007-4191-1 (print version). Center for Educational Policy Studies Journal, 7(1), 171–173. https://doi.org/10.26529/cepsj.21
Wagler, R. (2010). A missing link: K-4 biological evolution content standards. Evolution: Education and Outreach, 3(3), 443–450. https://doi.org/10.1007/s12052-010-0240-2
Wagler, R. (2012). Assessing “the framework†for kindergarten through fifth grade biological evolution. Evolution: Education and Outreach, 5(2), 274–278. https://doi.org/10.1007/s12052-012-0390-5
Yli-Panula, E., Jeronen, E., & Pongsakdi, N. (2017). Primary School student teachers’ perceived and actual knowledge in biology. Center for Educational Policy Studies Journal, 7(4), 125–146. https://doi.org/10.26529/cepsj.367
Authors who publish with this journal agree to the following terms:
- Authors are confirming that they are the authors of the submitted article, which will be published online in the Center for Educational Policy Studies Journal (for short: CEPS Journal) by University of Ljubljana Press (University of Ljubljana, Faculty of Education, Kardeljeva ploščad 16, 1000 Ljubljana, Slovenia). The Author’s/Authors’ name(s) will be evident in the article in the journal. All decisions regarding layout and distribution of the work are in the hands of the publisher.
- The Authors guarantee that the work is their own original creation and does not infringe any statutory or common-law copyright or any proprietary right of any third party. In case of claims by third parties, authors commit themselves to defend the interests of the publisher, and shall cover any potential costs.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under https://creativecommons.org/licenses/by/4.0/deed.en that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
