Fig. 3From: Observing populations and testing predictions about genetic drift in a computer simulation improves college students’ conceptual understandingRevised hypothetical framework for how students learn genetic drift. Unlike the framework proposed by Andrews et al. (2012) in which students progressed through Stage 1, then 2, then 3, this revision shows that students can be simultaneously addressing Stage 2 and Stage 3, depending on the kind of instruction they receiveBack to article page