Changes in students' understanding of evolution resulting from different curricular and instructional strategies
Murray S. Jensen, Fred N. Finley 1996 Journal of Research in Science Teaching Volume 33, Issue 8 , Pages 879 - 900
This study assessed students' learning of evolution by natural selection within four different sections of an introductory biology course. The authors used different combinations of curricular materials and instruction methods. Pretest-to-posttest differences within each section showed gains in correct conceptions but few reductions in alternative conceptions. Comparisons between sections support the use of the paired problem-solving instructional strategy in conjunction with a historically-rich curriculum.