Date of Award

1-1-2010

Document Type

Dissertation

Degree Name

Ph.D.

Department

Biological Sciences

First Advisor

James E. Platt

Keywords

CTER, evolution, teacher, understanding

Abstract

In order to assess the evolutionary understanding of high school biology teachers, an instrument entitled the Classroom Test of Evolutionary Reasoning (CTER) was developed. Content, response process, relations to another variable (the Conceptual Inventory of Natural Selection, or CINS), and internal structure evidence were compiled. The second version of the CTER was found to have adequate reliability and validity estimates to allow it to continue to be used as a measurement tool for an understanding of evolution. When assessing a sample of teachers (n = 724), the mean score was 6.35 out of a possible 13 points. The sample was found to possess an adequate understanding of Lamarkian evolution, but had difficulties with common ancestry, evolutionary trees, transitional fossils, and homologous structures.

Provenance

Recieved from ProQuest

Rights holder

Patricia Eileen Palko

File size

104 p.

File format

application/pdf

Language

en

Discipline

Science education, Biology

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