The understanding of male and female students on the basic concepts of evolution
DOI:
https://doi.org/10.22219/jpbi.v8i1.18636Keywords:
Evolutionary biology lesson, Evolution theory understanding, Gender influenceAbstract
Students' understanding of the concepts that underlie evolution are often less than optimal and make it difficult for them to accept the theory of evolution. The aimed of this study were to: 1) map students' knowledge of Mutation and Recombination (M and R); and 2) analyze the effect of gender on their chairperson. This survey research involving 42 Biology Education students at the University of Muhammadiyah Malang was conducted in April 2021. An online questionnaire containing 34 items related to six aspects of M and R was used as an instrument for data announcements. The results, only 30.95% in the category of good knowledge. The aspect of knowledge related to the causes of M and R has the highest average accuracy of answers, while the aspect of the difference between M and R is the lowest. Only three aspects were significantly correlated with each other. Furthermore, gender has no significant effect on all aspects of student knowledge. The low knowledge of students reported in this study needs to be followed up by improving the quality of Genetics lectures to strengthen students' basic understanding of evolution.
Downloads
References
Andersson, D. I., Jerlström-Hultqvist, J., & Näsvall, J. (2015). Evolution of new functions de novo and from preexisting genes. Cold Spring Harbor Perspectives in Biology, 7(6), a017996. https://doi.org/10.1101/cshperspect.a017996
Arenas, M., Araujo, N. M., Branco, C., Castelhano, N., Castro-Nallar, E., & Pérez-Losada, M. (2018). Mutation and recombination in pathogen evolution: Relevance, methods and controversies. Infection, Genetics and Evolution, 63, 295–306. https://doi.org/10.1016/j.meegid.2017.09.029
Betti, L., Shaw, P., & Behrends, V. (2020). Acceptance of biological evolution by first-year Life sciences university students. Science & Education, 29(2), 395–409. https://doi.org/10.1007/s11191-020-00110-0
Carroll, D. (2013). Genetic recombination. In Brenner’s Encyclopedia of Genetics (pp. 277–280). Elsevier. https://doi.org/10.1016/B978-0-12-374984-0.00627-6
Carroll, S. P., Jørgensen, P. S., Kinnison, M. T., Bergstrom, C. T., Denison, R. F., Gluckman, P., Smith, T. B., Strauss, S. Y., & Tabashnik, B. E. (2014). Applying evolutionary biology to address global challenges. Science, 346(6207), 1245993. https://doi.org/10.1126/science.1245993
Carter, B. E., Infanti, L. M., & Wiles, J. R. (2015). Boosting students’ attitudes & knowledge about evolution sets them up for college success. The American Biology Teacher, 77(2), 113–116. https://doi.org/10.1525/abt.2015.77.2.6
Carter, B. E., & Wiles, J. R. (2014). Scientific consensus and social controversy: exploring relationships between students’ conceptions of the nature of science, biological evolution, and global climate change. Evolution: Education and Outreach, 7(1), 6. https://doi.org/10.1186/s12052-014-0006-3
Coleman, J., Stears, M., & Dempster, E. (2015). Student teachers’ understanding and acceptance of evolution and the nature of science. South African Journal of Education, 35(2), 1–9. https://doi.org/10.15700/saje.v35n2a1079
Cook, K., Buck, G., & Rogers, M. P. (2012). Preparing biology teachers to teach evolution in a project-based approach. Science Educator, 21(2), 18–30. http://eric.ed.gov/?id=EJ997503%5Cnpapers2://publication/uuid/E98DB8B8-1DFC-4A07-B85C-47C6DD193474
Fauzi, A., Rosyida, A. M., Rohma, M., & Khoiroh, D. (2021). The difficulty index of biology topics in Indonesian Senior High School: Biology undergraduate students’ perspectives. JPBI (Jurnal Pendidikan Biologi Indonesia), 7(2), 149–158. https://doi.org/10.22219/jpbi.v7i2.16538
Geeta, R., Lohmann, L. G., Magallón, S., Faith, D. P., Hendry, A., Crandall, K., de Meester, L., Webb, C., Prieur-Richard, A.-H., Mimura, M., Conti, E., Cracraft, J., Forest, F., Jaramillo, C., Donoghue, M., & Yahara, T. (2014). Biodiversity only makes sense in the light of evolution. Journal of Biosciences, 39(3), 333–337. https://doi.org/10.1007/s12038-014-9427-y
Glock, S., & Krolak-Schwerdt, S. (2013). Does nationality matter? The impact of stereotypical expectations on student teachers’ judgments. Social Psychology of Education, 16(1), 111–127. https://doi.org/10.1007/s11218-012-9197-z
Grunspan, D. Z., Nesse, R. M., Barnes, M. E., & Brownell, S. E. (2018). Core principles of evolutionary medicine. Evolution, Medicine, and Public Health, 2018(1), 13–23. https://doi.org/10.1093/emph/eox025
Helmi, H., Rustaman, N. Y., Tapilouw, F. S., & Hidayat, T. (2019). Perubahan miskonsepsi siswa pada perkuliahan evolusi melalui dual situated learning model. BIOEDUKASI: Jurnal Pendidikan Biologi, 12(2), 176–180. https://doi.org/10.20961/bioedukasi-uns.v
Hermawan, W., Abidin, Z., & Junaedi, E. (2018). Peran gender dan kesadaran metakognitif siswa SMA di Kabupaten Kuningan terhadap hasil belajar biologi. Quagga, 10(2), 11–18. https://doi.org/10.25134/quagga.v10i2.904
Jia, C., Yang, T., Qian, Y., & Wu, X. (2020). The gender differences in science achievement, interest, habit, and creativity: A national representative evidence from China. Science Education International, 31(2), 195–202. https://doi.org/10.33828/sei.v31.i2.9
Karataş, A. (2020). Preservice science teachers’ misconceptions about evolution. Journal of Education and Training Studies, 8(2), 38–46. https://doi.org/10.11114/jets.v8i2.4690
Kılıç, D., Taber, K. S., & Winterbottom, M. (2016). A cross-national study of students’ understanding of genetics concepts: Implications from similarities and differences in England and Turkey. Education Research International, 2016(c), 1–14. https://doi.org/10.1155/2016/6539626
Kristyasari, M. L., Yamtinah, S., Utomo, S. B., Ashadi, & Indriyanti, N. Y. (2018). Gender differences in students’ science literacy towards learning on integrated science subject. Journal of Physics: Conference Series, 1097(1). https://doi.org/10.1088/1742-6596/1097/1/012002
Lin, H.-H. (2015). Gender differences in science performance. Journal of Studies in Education, 5(4), 181–190. https://doi.org/10.5296/jse.v5i4.8526
Parker, I. D., Facka, A. N., Catanach, T. A., & Lyons, E. K. (2018). The benefits of evolution education for natural resources managers. Perspectives in Ecology and Conservation, 16(1), 12–16. https://doi.org/10.1016/j.pecon.2017.11.003
Paz-Y-Miño-C, G., & Espinosa, A. (2015). Evolution controversy: A phenomenon prompted by the incompatibility between science and religious beliefs. The International Journal of Science in Society, 7(2), 1–23. http://www.ncbi.nlm.nih.gov/pubmed/26877774
Piraksa, C., Srisawasdi, N., & Koul, R. (2014). Effect of gender on student’s scientific reasoning ability: A case study in Thailand. Procedia - Social and Behavioral Sciences, 116, 486–491. https://doi.org/10.1016/j.sbspro.2014.01.245
Ripley, L. S. (2013). Mutation. In Brenner’s Encyclopedia of Genetics (pp. 534–539). Elsevier. https://doi.org/10.1016/B978-0-12-374984-0.01007-X
Snustad, D. P., & Simmons, M. J. (2012). Principles of genetics. Wiley. https://www.wiley.com/en-us/Principles+of+Genetics%2C+7th+Edition-p-9781119142287
Sulistiyawati, S., & Andriani, C. (2017). Kemampuan berpikir kritis dan hasil belajar biologi berdasarkan perbedaan gender siswa. Wacana Akademika, 1(2), 127–142. https://jurnal.ustjogja.ac.id/index.php/wacanaakademika/article/view/1289
Teixeira, P. (2019). Acceptance of the theory of evolution by high school students in Rio de Janeiro, Brazil: scientific aspects of evolution and the biblical narrative. International Journal of Science Education, 41(4), 546–566. https://doi.org/10.1080/09500693.2019.1569283
Weisberg, D. S., Landrum, A. R., Metz, S. E., & Weisberg, M. (2018). No missing link: Knowledge predicts acceptance of evolution in the United States. BioScience, 68(10), 826–826. https://doi.org/10.1093/biosci/biy115
Yasri, P. (2014). A systematic classification of student misconceptions in biological evolution. International Journal Of Biology Education, 3(2), 31–41. https://doi.org/10.20876/ijobed.06781
Yates, T. B., & Marek, E. (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, 7. https://doi.org/10.1186/s12052-014-0007-2
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with JPBI (Jurnal Pendidikan Biologi Indonesia) agree to the following terms:
- For all articles published in JPBI, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agree to automatic transfer of the publishing right to the publisher.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
