TEACHING EVOLUTION IN THE AGE OF GENOMICS: ADDRESSING MISCONCEPTIONS AND PROMOTING SCIENTIFIC LITERACY

Abstract

This study investigates effective strategies for teaching evolution in the age of genomics, with a focus on addressing misconceptions and promoting scientific literacy. A sample of 200 undergraduate year two students offering biology in the department of science education NwaforOrizu College of Education, Nsugbe in Anambra State participated in the study. Three research questions and three hypotheses guided the study. The study employed a quasi experimental design, specifically a pre test and post test consisting of 30 multiple choice questions. Descriptive statistics (means and standard deviations), and inferential statistics, specifically ANOVA, and paired t-test analyzed data on students' understanding of evolution and genomics, misconceptions, and scientific literacy. Correlation analysis using Pearson r was used to examine relationship between variables. Findings revealed that using real-world misconceptions examples significantly and improved addressing students' understanding of evolution and genomics. The studyresults have implications for teaching practices and curriculum design, highlighting the importance of evidence-based approaches in promoting scientific literacy and addressing misconceptions in evolution and genomics education.