ABSTRACT

Evolution is an essential underlying concept in biology. Previous research demonstrates that many obstacles exist that prevent successful teaching and learning about evolution. This research study used the theoretical framework of cultural border crossing and its underlying cognitive explanation, collateral learning, to design an intervention for community college students in an introductory biology class for non-science majors. Cultural border crossing explains that learners might encounter extensive differences between their home cultures and the culture of the science classroom and may need assistance in navigating the crossing of these cultural borders. Collateral learning is the cognitive mechanism that can be used to resolve potentially conflicting schemata within one’s cognitive structure. Quantitative data show a small positive effect on the students’ understanding and acceptance. Qualitative data show how students’ understanding and acceptance of evolution change after the intervention and when cultural border crossing and collateral learning occur. Results and themes suggest that more research is needed on how students’ cultures influence their learning about evolution and how educators can best facilitate learning among students with various cultural beliefs about the diversity of life on Earth.

摘要

进化是生物学中一个重要的基本概念。先前的研究表明，存在许多阻碍成功教授和学习进化论的障碍。本研究使用文化边界跨越的理论框架及其潜在的认知解释、附带学习，为社区大学生的非科学专业介绍性生物课设计干预措施。跨越文化边界解释说，学习者可能会遇到他们的家乡文化和科学课堂文化之间的广泛差异，并且可能需要帮助来跨越这些文化边界。附带学习是一种认知机制，可用于解决一个人的认知结构中潜在的冲突图式。定量数据显示，对学生的理解和接受有很小的积极影响。定性数据显示了干预后学生对进化的理解和接受如何变化，以及何时发生文化跨界和附带学习。结果和主题表明，需要更多研究学生的文化如何影响他们对进化的学习，以及教育工作者如何最好地促进具有不同文化信仰的学生对地球上生命多样性的学习。