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Fig. 1 | Evolution: Education and Outreach

Fig. 1

From: Observing populations and testing predictions about genetic drift in a computer simulation improves college students’ conceptual understanding

Fig. 1

The mean change in proportion correct on items about key concepts and misconceptions on the GeDI between pre- and posttest for the control courses (N = 5) and the module courses (N = 19). Error bars are standard error. Students in the module courses improved on items about both misconceptions and key concepts. In contrast, students in the control courses improved only on items about misconceptions; their performance dropped on items about key concepts after instruction

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