Correlations Between Tree Thinking and Acceptance of Evolution in Introductory Biology Students

摘要: Tree thinking refers to an approach evolution education that emphasizes reading and interpreting phylogenetic trees. We studied the relationship between introductory biology students’ tree-thinking ability their acceptance of evolutionary theory. Comparisons a semester in which interpretation trees related concepts were taught as stand-alone topics versus one tree was used organizing framework for course curriculum found significant increases read interpret both semesters, but only there increase scores on Measure Acceptance Theory Evolution (MATE) instrument. Over four additional Thinking Concept Inventory (TTCI) assess abilities before after course. MATE posttest correlated with gains ability. These predominantly due reporting greater scientific evidence supporting Increased non-tree-thinking positive correlations TTCI indicate is evolution. This result suggests that, connect different forms data investigate variety biological phenomena, can promote validity theory students.