Evolution is surrounded by controversy, and studies show that opposition to evolutionary concepts begins in childhood (Branch and Scott, 2008). Throughout their formative years, children compile many misconceptions surrounding this topic, which directly influences their views on science and their willingness to learn about evolution. So the issue at hand is not just what we teach students regarding evolutionary biology, but also how we teach them. Students in this study were taught evolutionary concepts in a hands-on, activity based style of learning. They worked individually and within large and small groups. According to a one-tailed paired t-test, the results show that this hands-on approach is a significant way to increase both student interest and knowledge of the content.
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