Teachers' ability to diagnose and deal with alternative student conceptions of evolution

Students possess alternative conceptions of many science topics, and these can act as obstacles for learning scientific concepts. In the field biology education, students' evolution have been widely investigated. However, there is little research on how teachers diagnose deal with conceptions, although abilities are a crucial part teachers' pedagogical content knowledge. Additionally, known about connected to professional experience Thus, our study investigated (prospective) at various points in their teaching careers diagnosed reported dealing conceptions. Therefore, 182 preservice teachers, practical training, in-service were surveyed using questionnaire. The participants confronted explanations evolutionary phenomena, most them based common student such anthropomorphism, teleology, essentialism. These rooted cognitive biases other contexts. We found that only approximately half diagnosing significantly more than teachers. Furthermore, analyses revealed variety ways often suggested scientifically correct approaches address whereas did not respond or responded incorrectly. Moreover, ability correlated knowledge regarding topic acceptance evolution.