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Fig. 2 | Evolution: Education and Outreach

Fig. 2

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

Fig. 2

The mean change in % correct between pre- and posttest for the control courses (light bars, N = 5) and the module courses (dark bars, N = 19). Error bars are standard error. Items (I) from the GeDI are ordered on the x-axis by key concept (KC; a) and misconception (M; b, c). The concepts tested by some of the items in the GeDI were not covered in the Ferrets module (key concepts 4b and 4c and the misconceptions in c; see also Table 1); these are highlighted in red

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