Does Conceptual Change Process of Instruction Promote Scientific Understanding of Biological Evolution?

This study investigated the teaching experiences of secondary science teachers on biological evolution to promote conceptual change among their students. Descriptive phenomenological analysis was employed to explore the lived experiences of teachers (n=12) via a semi-structured interviews with the participants. Thematic analysis revealed six stages of conceptual change process of instruction of biological evolution, namely recognition, reinforcement, relevance, restructuring, reflection, and enrichment. These stages facilitated gradual conceptual change among students; however, students did not completely develop a sophisticated understanding of evolutionary concepts due to strongly held inherent beliefs and biases by their teacher and the lack of mastery of the concept. Strengthened teacher preparatory program, content enrichment, pedagogical retooling, availability of manipulative and audio-visual materials, and the supportive collegial group will help capacitate teachers to effectively and competently teach evolution.

Keywords: teaching evolution, conceptual change process, Philippine education, science education, Phenomenological study