Fostering Nonscientist Thinking on Evolution Concepts Through the Teaching for Transformative Experiences in Science (TTES) Model

Abstract

Understanding of evolution is foundational to be a scientifically literate citizen because it allows analysis of socioscientific issues, such as biodiversity conservation, biotechnology applications, and human-induced climate change. Unfortunately, students who weakly understand evolution fail to understand its importance in everyday life and enter college with unscientific conceptions about evolution. Conceptual change theory asserts that naïve conceptions are deeply rooted within students’ conceptual frameworks, which are shaped by life experiences, so to access and potentially change them, curricula must be relevant to students’ lives. In this study, we used the Teaching for Transformative Experiences in Science (TTES) model to gain such relevance. Transformative experiences occur when students actively use, gain enhanced understanding of, and develop an appreciation for a concept. The Transformative Experience Survey (TES) was administered following a general education biology course redesigned around six evolutionary themes, with pedagogy structured according to the TTES model. A one-sample t-test indicated students applied evolutionary theory to their lives to a moderate degree, demonstrating that the TTES model can lead to a greater appreciation for evolution in nonbiology majors. Written responses were qualitatively analyzed to elucidate how students applied evolution in their lives, which further demonstrated the potential of the TTES model.

Additional information

Notes on contributors

Rachel Sparks

Rachel Sparks ([email protected]) is a doctoral candidate in the School of Biological Sciences, Illinois State University in Normal, Illinois.

Rebekka Darner

Rebekka Darner is the director of the Center for Mathematics, Science, and Technology and an associate professor in the School of Biological Sciences, Illinois State University in Normal, Illinois.