Enhancing conceptual knowledge about evolution through self-assessment and conditional knowledge

• Applicant: Professor Dr. Helge Martens
• Subject Area: General and Domain-Specific Teaching and Learning
• Term: from 2019 to 2023
• Project identifier: Deutsche Forschungsgemeinschaft (DFG) - Project number 432974998

The acquisition of conceptual knowledge can generally be enhanced through self-regulated learning and metacognitive knowledge as many empirical studies show. Two relevant aspects are self-assessment and conditional knowledge regarding the context, in which knowledge should be applied. In the planned project, an intervention study with a 2x2-factorial design will be conducted in the field of biology education. It addresses the research questions, which effect a) the self-assessment of the students’ own preconceptions in the field of evolution and b) instruction on conditional knowledge regarding everyday and scientific contexts have on the acquisition and application of conceptual knowledge about natural selection. In particular, an interaction effect is expected when knowledge about one’s own preconceptions is combined with knowledge about different contexts. To understand the effect on knowledge acquisition in more detail, the effect of self-assessment and conditional knowledge on self-efficacy and cognitive load will be examined. There is empirical evidence in the field of educational psychology regarding the effectiveness of such instruction. However, it remains an open question for research in the field of subject-specific student conceptions to investigate the domain-specific effects of self-assessment and conditional knowledge on conceptual knowledge. In publications in the field of biology education, self-assessment and the distinction between everyday and scientific contexts are considered to be crucial for the lasting acquisition of conceptual knowledge. However, there is only little empirical evidence so far. Many studies in biology education describe students’ preconceptions in biological contexts in a differentiated way, and reveal challenges regarding the acquisition of knowledge. Teleological and anthropomorphic conceptions are considered overarching cognitive constraints and a central obstacle for the acquisition of knowledge in the field of biology, and especially evolution. They originate from everyday interactions and particularly require metacognitive knowledge about one’s own preconceptions and conditional knowledge to differentiate between everyday and scientific contexts. The interdisciplinary project in the research areas of biology education and educational psychology is innovative as it investigates the effect of self-assessment and conditional knowledge on the acquisition of knowledge in a domain-specific way based on research on biological preconceptions and scientifically relevant key concepts. Evidence regarding the effective enhancement of conceptual knowledge is planned to be provided in a systematic experimental intervention study.

• DFG Programme: Research Grants