How secondary students interpret instances of biological adaptation

Abstract

This article reports an interview study with 84 students aged 12–16 years designed to document their understanding of biological adaptation. Analysis of transcripts suggests that secondary students find this subject area difficult and that many explain adaptation in teleological and anthropomorphic terms. Separate analysis of results from students of different ages indicated little progress in understanding from 12 to 14 years, but noticeable improvement by 16 years. Nevertheless, several alternative frameworks persisted in the older age group. Some possible implications for teachers are discussed. Since there is evidence that students come to formal teaching oj adaptation with a range of ideas, it is suggested that much more attention should be given to these in the laboratory. The authors propose that study of the historical development of thought on evolutionary processes may be a helpful strategy and that some teaching on the subject might usefully take place before its traditional place in the fifth year. Finally it is suggested that opportunities should be created for students and teachers to explore alternative perspectives in small-group and class discussion.