Effects of situated learning and clarification of misconceptions on contextual reasoning about natural selection

Table 2 Descriptive statistics of the groups

Variable	GMC−			GMC+			LMC−			LMC+
Variable	n	M	SD	n	M	SD	n	M	SD	n	M	SD
Knowledge about evolution	91	12.00	4.78	96	12.69	5.26	89	12.22	4.65	88	12.63	4.36
Dualistic thinking	82	3.04	0.92	87	2.87	1.06	82	2.88	0.96	83	3.04	0.95
Attitudes towards evolution	82	4.04	0.45	87	3.99	0.61	82	3.97	0.50	82	3.98	0.59
Personal religious faith	82	2.88	1.29	87	2.54	1.24	82	2.53	1.26	83	2.45	1.21
Age	83	16.68	0.95	87	16.54	0.91	82	16.65	1.08	85	16.77	1.01
Grade	91			96			89			88
Gender	82			87			82			85
Male	32			32			26			34
Female	50			55			56			51
Upper secondary school	91			96			89			88
Gymnasium	62			69			61			63
Comprehensive school	14			13			12			11
Vocational training	15			14			16			14

We measured knowledge about evolution on a scale ranging from 0 to 24. We assessed dualistic thinking, attitudes towards evolution, and personal religious faith on a 5-point Likert scale ranging from 1 = low to 5 = high. GMC– = group that learned in the context of trait gain without a clarification of misconceptions; GMC+ = group that learned in the context of trait gain with a clarification of misconceptions; LMC− = group that learned in the context of trait loss without a clarification of misconceptions; LMC+ = group that learned in the context of trait loss with a clarification of misconceptions

ISSN: 1936-6434