Teaching Evolutionary Principles in Health Promotion: A Pilot Study

Pedagogy in Health Promotion ◽

10.1177/2373379920908611 ◽

2020 ◽

pp. 237337992090861

Author(s):

Jason R. Wingert ◽

Rebecca E. Hale

Keyword(s):

Health Promotion ◽

Natural Selection ◽

Pilot Study ◽

Human Evolution ◽

Preliminary Evidence ◽

College Level ◽

Teleological Reasoning ◽

Acceptance Of Evolution ◽

Student Misconceptions ◽

Health Course

Introduction. Teaching evolutionary principles in a health promotion course may increase the relevance of evolutionary theory to students, enrich biological understanding of disease, and provide a unique perspective on how evolution can affect human health and disease. This pilot study examined the extent to which evolution instruction in an undergraduate college-level health promotion course affects learning the fundamental concepts of evolution by natural selection, student misconceptions of evolution, and student acceptance of evolution, compared with evolution instruction in a biology course. Methods. Pre–post course surveys measured student understanding of evolution measured with the Conceptual Inventory of Natural Selection, student misconception related to endorsement of teleological reasoning, and student level of acceptance of evolution, along with several demographic variables. Ninety-four ( n = 94) undergraduate student participants were enrolled in one of three courses: an Evolution-Health course, an Evolution-Biology course, and a Human Physiology course. Results. Students significantly improved their Conceptual Inventory of Natural Selection scores in both Evolution-Health ( p = .0005) and Evolution-Biology ( p = .015). Student misconceptions of evolution significantly decreased ( p = .0034), and acceptance of human evolution increased ( p = .031) in the Evolution-Health course only. Change in natural selection understanding over the course of the semester was modestly negatively correlated with change in teleological reasoning ( r = −.21, p = 0.047), such that students with larger decreases in teleological reasoning had greater learning gains in natural selection understanding. Conclusions. This study provides preliminary evidence that evolutionary instruction in a college-level health promotion context improves understanding of fundamental evolutionary concepts, decreases student misconceptions related to teleological reasoning, and improves acceptance of human evolution.

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The Impact of Direct Challenges to Student Endorsement of Teleological Reasoning on Understanding and Acceptance of Natural Selection

10.21203/rs.3.rs-1226177/v1 ◽

2022 ◽

Author(s):

Jason Wingert ◽

Gennie Bassett ◽

Caitlin Terry ◽

Jimin Lee

Keyword(s):

Natural Selection ◽

Human Evolution ◽

Thematic Analysis ◽

Reflective Writing ◽

Evolutionary Medicine ◽

Mixed Methods Design ◽

Teleological Reasoning ◽

Acceptance Of Evolution ◽

Instructional Activities ◽

The Impact

Abstract Background: Teleological reasoning is a cognitive bias purported to disrupt student ability to understand natural selection. Few studies have described pedagogical efforts to decrease student endorsement of teleological reasoning and measure the effects of this attenuation on the understanding and acceptance of evolution. This study examined the influence of explicit instructional activities directly challenging student endorsement of teleological explanations for evolutionary adaptations on their learning of natural selection over a semester-long undergraduate course in evolutionary medicine. In a convergent mixed-methods design this study combined pre- and post-semester survey data (N = 83) on understanding natural selection, student endorsement of teleological reasoning, and acceptance of evolution, with thematic analysis of student reflective writing on their understanding and acceptance of natural selection and teleological reasoning.Results: Student endorsement of teleological reasoning decreased and understanding and acceptance of natural selection increased during a course on human evolution with teleological intervention (p£0.0001), compared to a control course. Endorsement of teleological reasoning was predictive of understanding of natural selection prior to the semester. Thematic analysis revealed that students were largely unaware of the concept of teleological reasoning prior to the course, but perceived attenuation of their own teleological reasoning by the end of the semester. Conclusions: Students are unaware of their high levels of endorsement of teleological reasoning upon entrance into the undergraduate human evolution course, which is consequential because teleological reasoning is a predicter of natural selection understanding. We developed class activities to directly challenge student endorsement of unwarranted design teleological reasoning. As a result, students had decreased unwarranted teleological reasoning and increased acceptance and understanding of natural selection over the course of the semester. The data presented show that students are receptive to explicit instructional challenges to their teleological reasoning and that attenuation of this bias is associated with gains in natural selection understanding and acceptance.

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Nothing in Evolution Makes Sense Except in the Light of DNA

CBE—Life Sciences Education ◽

10.1187/cbe.09-12-0088 ◽

2010 ◽

Vol 9 (2) ◽

pp. 87-97 ◽

Cited By ~ 25

Author(s):

Steven T. Kalinowski ◽

Mary J. Leonard ◽

Tessa M. Andrews

Keyword(s):

Natural Selection ◽

Dna Sequences ◽

Genetic Basis ◽

Cognitive Conflict ◽

Preliminary Evidence ◽

Biology Students ◽

Lamarckian Evolution ◽

Student Misconceptions

Natural selection is one of the most important concepts for biology students to understand, but students frequently have misconceptions regarding how natural selection operates. Many of these misconceptions, such as a belief in “Lamarckian” evolution, are based on a misunderstanding of inheritance. In this essay, we argue that evolution instructors should clarify the genetic basis of natural selection by discussing examples of DNA sequences that affect fitness. Such examples are useful for showing how natural selection works, for establishing connections between genetics and evolution, and for creating cognitive conflict within students having misconceptions. We describe several examples of genes that instructors might use during lectures, and present preliminary evidence from our classroom that an evolution curriculum rich in DNA sequences is effective at reducing student misconceptions of natural selection.

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Teleological reasoning, not acceptance of evolution, impacts students’ ability to learn natural selection

Evolution Education and Outreach ◽

10.1186/s12052-017-0070-6 ◽

2017 ◽

Vol 10 (1) ◽

Cited By ~ 14

Author(s):

M. Elizabeth Barnes ◽

E. Margaret Evans ◽

Ashley Hazel ◽

Sara E. Brownell ◽

Randolph M. Nesse

Keyword(s):

Natural Selection ◽

Teleological Reasoning ◽

Acceptance Of Evolution

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A Pilot Study of Early Storybook Reading With Babies With Hearing Loss

Journal of Speech Language and Hearing Research ◽

10.1044/2019_jslhr-l-17-0305 ◽

2019 ◽

Vol 62 (9) ◽

pp. 3397-3412

Author(s):

Michelle I. Brown ◽

David Trembath ◽

Marleen F. Westerveld ◽

Gail T. Gillon

Keyword(s):

Hearing Loss ◽

Pilot Study ◽

Visual Analysis ◽

Single Case ◽

Eye Contact ◽

Preliminary Evidence ◽

Storybook Reading ◽

Book Selection ◽

Turn Taking ◽

Parent Child

Purpose This pilot study explored the effectiveness of an early storybook reading (ESR) intervention for parents with babies with hearing loss (HL) for improving (a) parents' book selection skills, (b) parent–child eye contact, and (c) parent–child turn-taking. Advancing research into ESR, this study examined whether the benefits from an ESR intervention reported for babies without HL were also observed in babies with HL. Method Four mother–baby dyads participated in a multiple baseline single-case experimental design across behaviors. Treatment effects for parents' book selection skills, parent–child eye contact, and parent–child turn-taking were examined using visual analysis and Tau-U analysis. Results Statistically significant increases, with large to very large effect sizes, were observed for all 4 participants for parent–child eye contact and parent–child turn-taking. Limited improvements with ceiling effects were observed for parents' book selection skills. Conclusion The findings provide preliminary evidence for the effectiveness of an ESR intervention for babies with HL for promoting parent–child interactions through eye contact and turn-taking.

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Acceptability of a Mobile Application in Children’s Oral Health Promotion—A Pilot Study

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18063256 ◽

2021 ◽

Vol 18 (6) ◽

pp. 3256

Author(s):

Kirsi Rasmus ◽

Antti Toratti ◽

Saujanya Karki ◽

Paula Pesonen ◽

Marja-Liisa Laitala ◽

...

Keyword(s):

Health Promotion ◽

Oral Health ◽

Pilot Study ◽

Health Behaviors ◽

Mobile Applications ◽

Mobile Application ◽

Oral Health Promotion ◽

Oral Health Behaviors ◽

Health Related ◽

Children’S Oral Health

The aim of this pilot study was to investigate the acceptability of an oral health-related mobile application developed for young children based on the feedback given by the children and their parents. Another aim was to evaluate the self-reported change in children’s oral health behaviors during a short test period. The application—a virtual pet integrated into a child’s daily routines—aimed to promote oral hygiene and dietary behaviors in children. A total of 36 4–12-year-old voluntary children were given a mobile phone with the installed application. After the 5-week testing period, the feasibility of the application and possible changes in the children’s oral health behaviors were asked using an electronic questionnaire. Most of the children considered the application clear (n = 34), amusing (n = 31), and useful (n = 29). The children’s tooth brushing manners improved both qualitatively and quantitatively: the time used for tooth brushing increased and the children learned how to brush different tooth surfaces. Mobile applications can be fun and useful in oral health promotion; while playing, children can learn good oral health-related behaviors. Mobile applications integrate oral health promotion into children’s daily environment and routines.

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Comparison of simulation observer tools on engagement and maximising learning: a pilot study

International Journal of Nursing Education Scholarship ◽

10.1515/ijnes-2019-0110 ◽

2021 ◽

Vol 18 (1) ◽

Author(s):

Sandra Johnston ◽

Naomi Tutticci ◽

Karen Theobald ◽

Joanne Ramsbotham

Keyword(s):

Pilot Study ◽

Nursing Students ◽

Learning Outcomes ◽

Clinical Reasoning ◽

Preliminary Evidence ◽

Reasoning Ability ◽

Main Study ◽

Standard Observer ◽

Learning Behaviours ◽

And Training

Abstract Objectives This pilot study examined if the Clinical Reasoning Observer Worksheet (CROW) compared to a standard observer worksheet used during simulation, would enhance nursing students active learning behaviours and perceptions of clinical reasoning ability. Methods This pilot study was undertaken to test the design and processes for a future larger study and reports on preliminary evidence of efficacy of recruitment procedures and instrumentation in addition to student’s learning outcomes. Results There was little overall difference in outcomes between groups who used either simulation observer worksheet. Overall, participants who used either worksheet perceived their ability to apply clinical reasoning to an episode of patient care increased. Conclusions Modifications were identified as necessary for a larger study including changes to instrumentation, method of survey delivery and training of simulation facilitators. A more definitive evaluation will be achievable with a larger group of students in a main study with the suggested modifications.

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