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Date of Award
2014
Document Type
Dissertation - Pacific Access Restricted
Degree Name
Doctor of Education (Ed.D.)
Department
Educational Administration and Leadership
First Advisor
Antonio Serna
First Committee Member
Cathleen Hebart-Swartzer
Second Committee Member
Robert Oprandy
Third Committee Member
Joanne Royce-Davis
Abstract
Cognitive biases have long been studied for their effects on an individual's decision-making. This study is the first of its kind to link these preferential thinking patterns to high school biology students' acceptance of evolution. At five urban high schools, 164 high school biology students were surveyed using a new instrument called the Cognitive Bias Assessment For Science Students – Evolution. The CBASS-E assesses both the level of non-acceptance of evolution, as well as how intensely participants demonstrate four specific cognitive biases. The four biases measured on the CBASS-E are anchoring, bandwagon effect, confirmation bias, and wishful thinking. This study showed that confirmation bias closely relates to a student's view of evolution. As part of this research, students were shown a video designed to teach high school students about cognitive bias and its effect on science learning. Results indicated that both cognitive bias and views on evolution are persistent, as student responses did not significantly change after watching the video. Included in this research are implications for teachers and administrators, as well as suggestions for further areas of study.
Pages
277
ISBN
9781303996597
Recommended Citation
Eayrs, Ansel. (2014). The effect of cognitive bias video instruction on high school biology student acceptance of evolution: Implications for teachers and educational leaders. University of the Pacific, Dissertation - Pacific Access Restricted. https://scholarlycommons.pacific.edu/uop_etds/63
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