Teaching Evolutionary Principles in Health Promotion: A Pilot Study

• Published in: Pedagogy in health promotion 2021-03, Vol.7 (1), p.60-70
• Main Authors: Wingert, Jason R., Hale, Rebecca E.
• Format: Article
• Language: English
• ISSN: 2373-3799; 2373-3802
• DOI: 10.1177/2373379920908611

Introduction. Teaching evolutionary principles in a health promotion course may increase the relevance of evolutionary theory to students, enrich biological understanding of disease, and provide a unique perspective on how evolution can affect human health and disease. This pilot study examined the extent to which evolution instruction in an undergraduate college-level health promotion course affects learning the fundamental concepts of evolution by natural selection, student misconceptions of evolution, and student acceptance of evolution, compared with evolution instruction in a biology course. Methods. Pre–post course surveys measured student understanding of evolution measured with the Conceptual Inventory of Natural Selection, student misconception related to endorsement of teleological reasoning, and student level of acceptance of evolution, along with several demographic variables. Ninety-four (n = 94) undergraduate student participants were enrolled in one of three courses: an Evolution-Health course, an Evolution-Biology course, and a Human Physiology course. Results. Students significantly improved their Conceptual Inventory of Natural Selection scores in both Evolution-Health (p = .0005) and Evolution-Biology (p = .015). Student misconceptions of evolution significantly decreased (p = .0034), and acceptance of human evolution increased (p = .031) in the Evolution-Health course only. Change in natural selection understanding over the course of the semester was modestly negatively correlated with change in teleological reasoning (r = −.21, p = 0.047), such that students with larger decreases in teleological reasoning had greater learning gains in natural selection understanding. Conclusions. This study provides preliminary evidence that evolutionary instruction in a college-level health promotion context improves understanding of fundamental evolutionary concepts, decreases student misconceptions related to teleological reasoning, and improves acceptance of human evolution.