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Biyoloji Öğretmen Adaylarının Evrim…
Misconceptions of Prospective Biology…
NEF-EFMED Cilt 11, Sayı 2, Aralık 2017/
NFE-EJMSE Vol. 11, No. 2, December 2017
scientists have the enthusiasm to work, and if there are defects in the theory, then it will be the
scientists who will cure them (Understanding Evolution, 2013).
80.34% of the students provided wrong answers to the ninth question (Table 2). When
asked about the reasons, some of the students are observed, as demonstrated by the statements
above, to believe that theory of evolution means atheism, and some have the misconception
that many scientists already reject evolution. The theory of evolution is not collapsing,
scientists accept the theory of evolution, and a wide spectrum of evidences derived from
distinct disciplines support that it is the best explanation about the diversity of life
(Hasenekoğlu, 2002). Scientists do not argue whether evolution exists or not, but only discuss
how the details of evolution have occurred (Understanding Evolution, 2013).
11.11% of the students provided wrong answers to the tenth question (Table 2). When
asked about the reasons, some of the students are observed to leave this part blank, and some
stating irrelevant details, therefore no misconceived statement is found for this question.
42.74% of the students provided wrong answers to the eleventh question (Table 2).
When asked about the reasons, majority of the students providing false answers are observed,
as demonstrated by the statements above, to have the misconception that individuals have
undergone evolution. Students typically have the misconception that, for instance when a
brown bear is taken to the poles, it would turn to white, in other words the individual would
evolve. This may be attributed to the poor knowledge about the concepts of natural selection
and adaptation. To explain not the individuals but populations evolve, the African swallow-
tail butterfly (Papilio dardanus) population may be shown as an example. All female
individuals of this species live in a collective population. The colors of individuals comprising
this population are very distinct from each other. This difference represents the genetic
variations in the population. If the birds hunting the butterflies prefer a certain color, then the
number of individuals with this color in the population would decline, culminating in reduced
rates of occurrence in the population after several generations as the reproduction of such
individuals in the population is relatively low. As shown, not individuals but the population
has evolved (Hasenekoğlu, 2002).
30.77% of the students provided wrong answers to the twelfth question (Table 2).
When asked about the reasons, some of the students are observed, as demonstrated by the
statements above, to have the misconception that old creatures become extinct as they are not
needed any longer, with some wrongly believing that they become extinct having transferred
their properties to the new creature, or otherwise number of creatures would increasingly rise.
In fact, there is no rule that says the old creature becomes extinct as a result of the natural
KESKİN, B. & ÖZAY KÖSE, E.
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Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi
Necatibey Faculty of Education, Electronic Journal of Science and Mathematics Education
selection. If environmental conditions change, natural selection reacts to this change by
making favourite the genotypes in the gene pool capable of adapting to such new
environmental conditions (Hasenekoğlu, 2002).
43.59% of the students provided wrong answers to the thirteenth question (Table 2).
When asked about the reasons, majority of the students are observed, as demonstrated by the
statements above, to have the misconception that species do not have a common ancestor, but
each species with its own specific ancestor. This may be attributed to interpretations based on
religious texts, and to the belief that each species was created independently. According to the
theory of evolution, species branch out from a common ancestor (Hasenekoğlu, 2002).
17.95% of the students provided wrong answers to the fourteenth question (Table 2).
When asked about the reasons, some of the students are observed to leave this part blank, and
some stating irrelevant details, therefore no misconceived statement is found for this question.
Studies in the literature on the basic theory of evolution and basic concepts support the
findings of this study. Asghar's (2013) study has revealed that majority of teachers have
misconceptions about the basic theory and concepts of evolution. Again, many studies in the
literature reveal myriad of misconceptions about the basic theory of evolution (Asghar, Wiles
& Alters, 2007; BouJaoude et al., 2011; Deniz, Donelly, & Yılmaz, 2008; Fahrenwald, 1999;
Graf & Soran, 2011; Kim & Nehm, 2010; Pazza, Penteado & Kavako, 2010; Smith, 2010; van
Dijk & Reydon, 2010). In a study by Graf et al. (2011), propective teachers were found to
have the misconception that the exclusive scientific authority in evolution is Lamarck and
Darwin. Next, in his study, Weeks (2013) has observed the misconception that populations
had evolved collectively. In his study, Fahrenwald (1999) found that teachers have slight
misconceptions about common ancestor.
Studies in the literature have revealed that respondents accept particularly minor
evolutionary variations, yet they typically have misconceptions about speciation (Southcott &
Downie, 2012). In their study, Short and Hawley (2012) have found the misconception that
evolution would always create a more perfect creature, pointing to a misconception about an
evolutionary chain extending from the simpler to the perfect. All these studies in the literature
are consistent with the findings of this study.
Varela's (2009) study has revealed misconception in 10% of the students that lack of
transitional forms between species refutes the theory of evolution. Despite many evidences
and methods in Ashgar's (2013) study supporting evolution, some respondents have ignored
them and argued that evolution is lack of proof. In Fahrenwald's (1999) study, 31.4% of