Biyoloji Öğretmen Adaylarının Evrim Teorisi Hakkındaki Kavram Yanılgıları

Öz

Tüm biyolojik alanlar için merkezi ve birleştirici bir temel teşkil evrim teorisi disiplinler arası bir konudur ve biyolojinin bazı temel kavramlarını anlamada önemli bir rol oynar. Etkili bir şekilde evrim teorisini öğretmek biyoloji öğretmenlerinin sorumluluğunda olduğundan, bu çalışmada biyoloji öğretmen adaylarının evrim teorisi hakkında kavram yanılgılarını tespit etmek amaçlanmıştır. Bu amaçla, çalışma 117 biyoloji öğretmen adayı ile yürütülmüştür. Evrim teorisinin ne olduğu hakkında doğru-yanlış sorulardan oluşan iki aşamalı bir kavram yanılgısı teşhis testi kullanılmıştır. Testten elde edilen nitel ve nicel verilere dayanarak, öğretmenlerin bu konuda bir hayli kavram yanılgısı taşıdıkları tespit edilmiştir. Çalışmaya katılan biyoloji öğretmen adaylarının çoğunluğunun temel evrim teorisinin süreci hakkında yanlış anlamalarının yanı sıra temel evrim kavramları hakkında da bir çok kavram yanılgılarına sahip olmaları dikkat çekicidir. Bu yanılgıların olası nedenlerini ortadan kaldırmak için önerilerde bulunulmuştur.

Anahtar Kelimeler

• kavram yanılgıları,biyoloji öğretmen adayları,evrim teorisi,biyoloji eğitimi

Misconceptions of Prospective Biology Teachers about Theory of Evolution

Öz

Constituting a central and unifying base for all biological fields, theory of evolution is an interdisciplinary subject and plays an important role in understanding some basic concepts of biology. The main purpose of this study is to identify the misconceptions of prospective biology teachers about the theory of evolution. The study was conducted with 117 prospective biology teachers attending the Department of Biology in Education faculty of Atatürk University in Turkey. A two tier misconception identification test consisting of true-false questions on what the theory of evolution was used. Based on qualitative and quantitative data obtained from test, it was found that teachers carry a great deal of misconceptions about this subject. It is noteworthy that majority of the prospective biology teachers have misconceptions about the basic theory and concepts of evolution as well as concepts describing the evolutionary process. Suggestions were made to address and eliminate possible causes of these misconceptions.

Anahtar Kelimeler

• misconceptions,prospective biology teachers,theory of evolution,biology education

Kaynakça

1. Abraham, J. K., Meir, E., Perry, J., Herron, J. C., Maruca, S., & Stal, D. (2009). Addressing undergraduate student misconceptions about natural selection with an interactive simulated laboratory. Evolution: Education and Outreach, 2(3),: 393-404.
2. Aguillard, D. (1999). Evolution education in Louisiana Public Schools: a decade following Edwards v. Aguillard. The American Biology Teacher, 61(3), 182-188.
3. Akerson, V. L., & Volrich, M. L. (2006). Teaching nature of science explicitly in a first‐grade internship setting. Journal of Research in Science Teaching, 43(4), 377-394.
4. Alles, D. (2001). Using evolution as the framework for teaching biology. The American Biology Teacher, 63(1), 20-24.
5. Alters B. J. & Alters S. M. (2001). Defending evolution: A guide to the creation/ evolution controversy. Sudbury, MA: Jones and Bartlett.
6. American Association for the Advancement of Science (AAAS). (1993). Benchmarks for science literacy. New York: Oxford University Press.
7. Anderson, D. L., Fisher, K. M., & Norman, G. J. (2002). Development and evaluation of the conceptual inventory of natural selection. Journal of research in science teaching, 39(10), 952-978.
8. Asghar, A. (2013). Canadian and Pakistani Muslim teachers’ perceptions of evolutionary science and evolution education. Evolution: Education and Outreach, 6(1), 1-12.

9. Asghar, A., Wiles, J., & Alters, B. (2007). Discovering international perspectives on biological evolution across religions and cultures. International Journal of Diversity in Organizations, Communities, and Nations, 6, 81-88.
10. Atasayar, A. (2008). Kavram Öğretimi Sürecine Yönelik İçerik Geliştirme Aracının Tasarlanması Ve Kullanışlılığı [Design And Usability of A Content Development Tool for Concept Teaching Process] (Unpublished master's thesis). Hacettepe Üniversitesi, Ankara, Turkey.
11. Atılboz N. G. (2004). Lise 1. Sınıf Öğrencilerinin mitoz ve mayoz bölünme Konuları İle İlgili Anlama Düzeyleri ve Kavram Yanılgıları [9th Grade Students’ Understanding Levels and Misconceptions about Mitosis and Meiosis]. Gazi Eğitim Fakültesi Dergisi, 24(3), 147-157.
12. Ausubel, D. P. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart and Winston.
13. Baker, D. R., & Piburn, M. D. (1997). Constructing Science in iddle and Secondary school classroom. Needham Heights, MA: Allyn ve Bacon.
14. Banet, E., & Ayuso, G.E. (2003). Teaching of biological inheritance and evolution of living beings in secondary school. International Journal of Science Education, 25(3), 373-407.
15. Başıbüyük, H. H. (2007). Lisans ve Lisansüstü Öğretiminde Evrim Eğitimi Nasıl Olmalıdır? [How evolution education should be in the undergraduate and graduate education]. Paper presented at the meeting of Biyoloji Eğitiminde Evrim Sempozyumu, İnönü Üniversitesi, Malatya, Turkey.
16. Bergman, J. (1979). Attitude of university students toward the teaching of creation and evolution in the schools. Origins, 6, 64-66.
17. Bishop, B. A., & Anderson, C.W. (1990). Student Conceptions of Natural Selection and its role in evolution. Journal for Research in Science Teaching, 27, 415-427.
18. Blackwell, W. H., Powell, M. J., & Dukes, G. H. (2003). The problem of student acceptance of evolution. Journal of BiologicalEducation, 37(2), 58-67.
19. Borgerding, L. A., Klein, V. A., Ghosh, R., & Eibel, A. (2015). Student teachers’ approaches to teaching biological evolution. Journal of Science Teacher Education, 26(4), 371-392.
20. BouJaoude, S., Asghar, A., Wiles, J.R., Jaber L., Sarieddine, D., & Alters B. (2011). Biology professors’ and teachers’ positions regarding biological evolution and evolution education in a Middle Eastern society. International Journal of Science Education, 33(7), 979-1000.
21. Bozcuk, N. (2007, May). Neden Bilim? Neden Evrim? [Why Science? Why Evolution?]. Paper presented at the meeting of Biyoloji Eğitiminde Evrim Sempozyumu, İnönü Üniversitesi, Malatya, Turkey.
22. Clough, M.P. (1994). Diminish students‟ resistance to biological evolution. The American Biology Teacher, 56(7), 409–415.
23. Coley, J.D., & Muratore, T.M. (2012). Trees, fish, and other fictions: Folk biological thought and its implications for understanding evolutionary biology. In K. S.Rosengren, S. K. Brem, E. M. Evans, and G. M Sinatra (Eds.), EvolutionChallenges: Integrating Research and Practice in Teaching and Learning About Evolution (pp. 22-46). New York: Oxford University Press.
24. Creswell, J. W. (2008). Educational research: Planning, conducting, and evaluating quantitative. New Jersey, NJ: Upper Saddle River.
25. Cunningham, D.L., & Wescott, D.J. (2009). Still more “fancy” and “myth” than “fact” in students’ conceptions of evolution. Evolution: Education and Outreach, 2(3), 505-517.
26. Çalık, M. & Ayas, A. (2003). Çözeltilerde kavram başarı testi hazırlama ve uygulama [To develop and implement a concept achievement test on Solutions]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 2(14), 1-17.
27. Dagher Z.R. & BouJaoude S. (2005), Students’ perceptions of the nature of evolutionary theory. Science Education, 89, 378-391.
28. Dagher, Z.R., & BouJaoude, S. (1997). Scientific views and religious beliefs of college students: the case of biological evolution. Journal of Research in Science Teaching, 34(5), 429-455.
29. Dagher, Z.R., Brickhouse, N.W., Shipman, H., & Letts, W.J. (2004). How some college students represent their understandings of the nature of scientific theories. International Journal of Science Education, 26(6), 735-755.
30. Dawkins, R. (2004). Gen Bencildir [The Selfish Gene] (A, Müftüoğlu, Çev.). Ankara, Turkey: Tübitak Popüler Bilim Kitaplığı.
31. Demirsoy, A. (1994). Kalıtım ve evrim [Inheritance and evolution]. Ankara, Turkey: Meteksan Yayınları.
32. Deniz, H., Donnelly, L. & Yilmaz, I. (2008). Exploring the factors related to acceptance of evolutionary theory among Turkish preservice biology teachers: Toward a more informative conceptual ecology for biological evolution. Journal of Research in Science Teaching, 45, 420-443.
33. Diekhoff, G.M. (1983). Testing through relationship judgements. Journal of Educational Psychology, 75(2), 227-233.
34. Dillon, A. & Zhu, E. (1997). Designing Web Based Instruction: A Human-Computer Interaction (HCI) Perspective. In: Khan (ed.) Web-Based Instruction. Englewood Cliffs. 221-225. New Jersey, NJ: Educational Technology Publications.
35. Dindar, H. (1995). Ortaöğretim Kurumlarında Biyoloji Öğretiminin Yapı ve Sorunları [Structure and Problems of Biology Education in Secondary Education] (Unpublished doctoral dissertation). Gazi Üniversitesi, Ankara, Turkey.
36. Dobzhansky, T. (1973). Nothing in biology makes sense except in the light of evolution. The American Biology Teachers, 35, 125-129.
37. Driver, R., Guesne, E. & Tiberghien, A. (Eds.). (1985). Children's Ideas in Science. Philadelphia: Open University Press." Evans EM. Teaching and learning about evolution. In: Diamond J, editor. The virus and the whale: explore evolution in creatures small and large. 2005, 25-41. Arlington, TX: NSTA Press.
38. Fahrenwald, C.R. (1999). Biology teachers' acceptance and understanding of evolution and the nature of science (Unpublished doctoral dissertation). University of South Dakota, SD.
39. Geary, D. (2007). Educating the evolved mind: conceptual foundations for an evolutionary educational psychology. Charlotte, NC: Information Age.
40. Gould, S.J. (1982). Darwinism and the Expansion of Evolutionary Theory. Science, 216, 380-387.
41. Gould, S.J. (1987). Time's arrow, time's cycle: Myth and metaphor in the discovery of geological time. Cambridge, MA: Harvard University Press.
42. Gould, S.J. (2002). The structure of evolutionary theory. Cambridge, MA: Harvard University Press.
43. Grace, J.K. (2011). Impact of a targeted lab and lab instructor intervention on student understanding of evolution in a major's general biology (Unpublished doctoral dissertation). California State University, CA.
44. Graf, D., & Soran, H. (2011). Evolutionstheorie-Akzeptanz und Vermittlung im europäischen Vergleich. Einstellung und Wissen von Lehramtstudierenden zur Evolution-ein Vergleich zwischen Deutschland und der Türkei [Attitude and knowledge of lecture students on evolution - a comparison between Germany and Turkey]. In Graf, D. (Ed.), Tagungsband Einstellung und Wissen zu Evolution und Wissenschaft in Europa [Proceedings of attitude and knowledge about evolution and science in Europe]. 141-161. Heidelberg, Germany: Springer.
45. Graf, D., Tekkaya, C., Kılıç, D.S., & Özcan, G. (2011). Alman Ve Türk Fen Bilgisi Öğretmen Adaylarının Evrim Öğretimine ilişkin Pedagojik Alan Bilgisinin, Tutumlarının ve Pedagojik Alan Kaygılarının Araştırılması [Research on Pedagogical Area Knowledge, Attitudes and Pedagogical Area Concerns about Evolution Teaching of German and Turkish Science Teacher Teacher Candidates.]. In Kaya, Z. (Ed.), 2nd International Conference on New Trends in Education and Their Implications. 418-425. Antalya, Turkey: Siyasal.
46. Greene, E.D. (1990). The logic of university students' misunderstanding of natural selection. Journal of Research in Science Teaching, 27(9), 875-885.
47. Gregory, T.R. (2009). Understanding natural selection: Essential concepts and common misconceptions. Evolution: Education and Outreach, 2, 156–175.
48. Gülev, D. (2008). Biyoloji Öğretmen Adaylarının Biyoloji Konularındaki Kavram Yanılgıları, Biyoloji Öğretimine Yönelik Öz yeterlik İnançları ve Tutumları [Preservice biology teachers’ misconceptions, selfefficacy beliefs and attitude toward biology teaching in biology subjects] (Unpublished master's thesis). Gazi Üniversitesi, Ankara, Turkey.
49. Halden, O. (1989). The evolution of species: pupils perspectives and school perspectives. International Journal of Science Education, 10(5), 541-552.
50. Hasenekoğlu, İ. (2002). Evrim [Evolution]. Erzurum, Turkey : Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi
51. Häußler, P., Bündner, W., Duit, R., Gräber, W., & Mayer, J. (1998). Naturwissenschaftsdidaktische Forschung: Perspektiven für die Unterrichtspraxis [Scientific Research: Perspectives for teaching practice]. Kiel, Germany: IPN.
52. Heady, B. C., & Sinatra, G. M. (2013). Transforming misconceptions: Using transformative experience to promote positive affect and conceptual change in students learning about biological evolution. Science Education, 97, 723–744.
53. Heddy, B.C., & Nadelson, L.S. (2012). A global perspective of the variables associated with acceptance of evolution. Evolution: Education and Outreach, 5(3), 412-418.
54. Helldén, G.F., & Solomon, J. (2004). The persistence of personal and social themes in context: Long‐and short‐term studies of students' scientific ideas. Science Education, 88(6), 885-900.
55. Kete, R. (2006). 6. sınıf fen bilgisi biyoloji konularında kavram yanılgıları [Misconceptions about biological subjects at 6th grade science lessons]. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 19, 63-70.
56. Kim, S.Y., & Nehm, R.H. (2010). A cross-cultural comparison of Korean and American science teachers' views of evolution and the nature of science. International Journal of Science Education, 33(2), 197-227.
57. Köksal, E.A. & Arslan, H.Ö. (2007). Evrim Eğitimde Örnek Öğretim Deseni [Case Study in Evolution Education]. Biyoloji Eğitiminde Evrim Sempozyumu, 165-184. İnönü Üniversitesi, Malatya, Turkey.
58. Köse, E. Ö. (2010). Biology students' and teachers’ religious beliefs and attitudes towards theory of evolution. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 38(38).Author (2010). Hacettepe Üniversitesi Eğitim Fakültesi Dergisi.
59. Lombrozo, T., Thanukos, A., & Weisberg, M. (2008). The importance of understanding the nature of science for accepting evolution. Evolution: Education and Outreach, 1(3), 290-298.
60. Lord, T. & Marino, S. (1993). How university students view the theory of evolution. Journal of College Science Teaching, 22, 353-357.
61. Mann, M. & Treagust, D.F. (1998). A Pencil and Paper Instrument to Diagnose Students’ Conception of Breathing, Gas Exchange and Respiration. Australian Science Teachers Journal, 44(2), 55-59.
62. Meir, E., Perry, J., Herron, J.C. & Kingsolver, J. (2007). College students’ misconceptions about evolutionary trees. American Biology Teacher, 69, 71–76.
63. Miller, J.D., Scott E.C. & Okamoto, S. (2006). Public acceptance of evolution. Science, 313, 765-766.
64. Miller, KR. (1999). Finding Darwin’s God: A scientist’s search for common ground between God and evolution. New York, NY: Harper Collins.
65. Mintzes, J.L., Wandersee, J.H. & Novak, J.D. (2000). Assessing science understanding: A human constructivist view. 198-223. San Diego, SC: Academic Press.
66. Modell, H., Michael, J., & Wenderoth, M.P. (2005). Helping the learner to learn: the role of uncovering misconceptions. The American Biology Teacher, 67(1), 20-26.
67. Moore, J.A. (2002). From Genesis to genetics: The case of evolution and creationism. Los Angeles, CA: University of California Press.
68. Moore, R., Mitchell, G., Bally, R., Inglis, M., Day, J. & Jacops, D. (2002). Undergraduates' Understanding of Evolution: Ascriptions of agency as a Problem for student Learning. Journal of Biological Education, 36(2), 65-71.
69. Morrison, J.A., & Lederman, N.G. (2000). Science teachers’ diagnosis of students’ perceptions. Presented at the annual meeting of the National Association for Research in Science Teaching, New Orleans, LA.
70. National Academy of Sciences (NAS). (2008). Science, evolution, and creationism. Access Date: 16.10.2013 Web Site URL: http://www.nap.edu/catalog.php? record_id=11876.
71. National Research Council (NRC). (1998). National science education standards. Washington, DC: National Academy Press.
72. National Science Teachers Association (NSTA). (2000). Position statement: the nature of science. Access Date: 16.10.2013 Web Site URL: http://www.nsta.org/about/positions/natureofscience.aspx.
73. Özmen, H. & Demircioğlu, G. (2003). Asitler ve Bazlar Konusundaki Öğrenci Yanlış Anlamalarının Değerlendirilmesinde Kavramsal Değişim Metinlerinin Etkisi [The Effect of Enriched Teaching Material on Students’ Understanding of Acids and Bases]. Ankara, Turkey: Milli Eğitim Dergisi.
74. Özyeral-Bakanay, Ç.D. (2008). Biyoloji Öğretmen Adaylarının Evrim Teorisine Yaklaşımları ve Bilimin Doğasına Bakış Açıları [Prospective biology teachers approaches to the theory of evolution in relation to their understandings of the nature of science] (Unpublished master's thesis). Marmara Üniversitesi, İstanbul, Turkey.
75. Pazza, R., Penteado, P.R. & Kavalco, K.F. (2010). Misconceptions about evolution in Brazilian freshmen students. Evolution: Education and Outreach, 3(1), 107-113.
76. Rea Ramirez, M.A., & Clement, J. (1997). Teaching for Understanding, Part 1: Concepts of Conceptual Change and Dissonance. University of Massachusetts, Amherst, USA.
77. Richard, S.M. (2004). Use of concept mapping to clarify misconceptions about natural selection in an all-male high school biology classroom (Unpublished doctoral dissertation). California State University, CA.
78. Rutledge, M.L. & Warden, M.A. (1999). The development and validation of the Measure of Acceptance of the Theory of Evolution instrument. School Science & Mathematics, 99, 13–18.
79. Rutledge, M.L. & Warden, M.A. (2000). Evolutionary Theory, The Nature Of Science And High School Biology Teachers: Critical Relationships, The American Biology Teacher, 62(1), 23-31.
80. Rutledge, M.L., & Mitchell, M.A. (2002). High school biology teachers’ knowledge structure, acceptance, and teaching of evolution. The American Biology Teacher, 64(1), 21-28.
81. Sanders, M. (2010). Teaching evolution in a multi-cultural society: teachers’ concerns and management strategies for coping with conflict. Pinetown, South Africa: University of KwaZulu-Natal.
82. Scharmann, L.C., & Harris, W.M. (1992). Teaching evolution: understanding and applying the nature of science. Journal of Research in Science Teaching, 29(4), 375-388.
83. Seo, H. A., & Clément, P. (2015). Teachers’ Views on Evolution: Religion Matters in South Korea. Procedia-Social and Behavioral Sciences, 167, 96-102.
84. Shankar, G., & Skoog, G.D. (1993). Emphasis given evolution and creationism by Texas high school biology teachers. Science Education, 77(2), 221-233.
85. Short, S.D., & Hawley, P.H. (2012). Evolutionary Attitudes and Literacy Survey (EALS): Development and Validation of a Short Form. Evolution: Education and Outreach, 5(3), 419-428.
86. Shtulman, A. (2006). Qualitative differences between naïve and scientific theories of evolution. Cognitive Psychology, 52, 17-194.
87. Sinatra, G.M., Southerland, S.A., McConaughy, F. & Demastes, J.W. (2003). Intentions and Beliefs in Student's Understanding and Acceptance of Biological Evolution. Journal of Research in Science Teaching, 40, 510-528.
88. Smith, M.U. (2010). Current status of research in teaching and learning evolution: II. Pedagogical issues. Science and Education, 19, 539-571.
89. Southcott, R., & Downie, J.R. (2012). Evolution and religion: attitudes of Scottish bioscience students to the teaching of evolutionary biology. Evolution: Education and Outreach, 5(2), 301-311.
90. Sözbilir, M. (2010). Madde Analizi ve Test Geliştirme [Content Analysis and Test Development]. Alıntı Tarihi: 16.09.2013 Web Adresi: http://olcmevedegerlendirme.files.wordpress.com/2010/09/7-madde-analizi-ve-test-gelistirme.pdf.
91. Spiegel, A.N., Evans, E.M., Frazier, B., Hazel, A., Tare, M., Gram, W., & Diamond, J. (2012). Changing museum visitors’ conceptions of evolution. Evolution: Education and Outreach, 5(1), 43-61.
92. Strike, K.A., & Posner, G.J. (1992). A revisionist theory of conceptual change. Philosophy of science, cognitive psychology, and educational theory and practice, Albany, NY: SUNY Press.
93. Tekkaya, C., Çapa, Y. & Yılmaz, Ö. (2000). Biyoloji öğretmen adaylarının genel biyoloji konularındaki kavram yanılgıları [Determining misconceptions conceming general biology concepts held by prospective teachers]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi,18, 37-44.
94. Trani, R. (2004). I won't teach evolution, it's against my religion: and now for the rest of the story. The American Biology Teacher, 66, 419-442.
95. Understanding Evolution (2013). A collaborative project of the University of California Museum of Paleontology and the National Center for Science Education. Access Date: 16.10.2013 Web Site URL: http://evolution.berkeley.edu/evolibrary/misconceptions_faq.php.
96. Van Dijk, E.M. & Kattmann, U. (2009) Teaching evolution with historical narratives. Evolution, Education and Outreach, 2, 479-489.
97. Van Dijk, E.M. (2009). Teachers‟ views on understanding evolutionary theory: A PCK study in the framework of the ERTE-model. Teaching and Teacher Education, 25, 259-267.
98. Van Dijk, E.M., & Reydon, T.A.C. (2010). A conceptual analysis of evolutionary theory for teacher education. Science and Education, 19, 655-677.
99. Varela, R.G. (2009). Evolution Misconceptions in Roman Catholic High School Students: A Comparative Study (Unpublished master's thesis). California State University, CA.
100. Voska, K.W., & Heikkinen, H.W. (2000). Identification and Analysis of Student Conception Used to Solve Chemical Equilibrium Problems. Journal of Research in Science Teaching, 37(2), 160-176.
101. Wandersee, J.H., Mintzes, J.J., & Arnaudin, M.W. (1989). Biology from the learner's viewpoint: A content analysis of the research literature. School Science and Mathematics, 89(8), 654-668.
102. Weeks, B.E. (2013). Unweaving misconceptions: Guided learning, simulations, and misconceptions in learning principles of natural selection. (Unpublished doctoral dissertation). Capella University, Minneapolis, MN.
103. Wescott, D.J., & Cunningham, D.L. (2005). Recognizing student misconceptions about science and evolution. Age, 22(92), 23-29.
104. Williams, J.D. (2009). Belief versus acceptance: Why do people not believe in evolution?. BioEssays, 31(11), 1255-1262.
105. Wilson, J.A. (2001). Psuedoscientific Beliefs among College Students. Reports of the National Center for Science Education, 21, 9-13.
106. Woods, C. S., & Scharmann, L.C. (2001). High School Students' Perceptions of Evolutionary Theory. Access Date: 16.10.2013 Web Site URL: http://www.indiana.edu/~ensiweb/pap.hsev.pdf. Erişim Tarihi: 11 Nisan 2013.
107. Yağbasan, R., & Gülçiçek, Ç. (2003). Fen Öğretiminde Kavram Yanılgılarının Karakteristiklerinin Tanımlanması [Describing the characteristics of misconceptions in science teaching]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 13, 102-120.
108. Yates, T. B., & Marek, E. A. (2014). Teachers teaching misconceptions: a study of factors contributing to high school biology students’ acquisition of biological evolution-related misconceptions. Evolution: Education and Outreach, 7(1), 7.
109. Yates, T. B., & Marek, E. A. (2015). A Study Identifying Biological Evolution-Related Misconceptions Held by Prebiology High School Students. Creative Education, 6(08), 811.
110. Yates, T.B. (2011). Student Acquisition Of Biological Evolution-Related Misconceptions: The Role Of Public High School Introductory Biology Teachers (Unpublished doctoral dissertation). University Of Oklahoma, OK.