Relationships between Epistemological Beliefs and Conceptual Understanding of Evolution by Natural Selection

  • Andreani Baytelman Department of Education at University of Cyprus, Cyprus
  • Theonitsa Loizou Lykeio Paralimniou, Cyprus
  • Salomi Hadjiconstantinou Paralimni high school, Famagusta, Cyprus
Keywords: conceptual understanding, epistemological beliefs, evolution by natural selection, inquiry-based teaching and learning, students


This study researches relationships between 12th-grade students’ epistemological beliefs towards science and their conceptual understanding of evolution by natural selection. Forty-two 12th-grade students in a suburban high school in Cyprus, who participated in a biology course, completed measures of their: (a) epistemological beliefs towards science before the intervention of being taught evolution n (b) conceptual understanding of evolution by natural selection after evolution intervention, (c) epistemological beliefs towards science after evolution intervention. Based on previous research, we hypothesised there would be a significant relationship between students’ epistemological beliefs and their conceptual understanding of evolution by natural selection after the evolution intervention. We also hypothesised that inquiry-based intervention on evolution by natural selection would foster students’ epistemological beliefs. Our results indicate that participants’ initial epistemological beliefs predict very modestly and statistically non-significant learning achievements on conceptual understanding of evolution by natural selection. However, our results show a significant improvement in participants’ epistemological beliefs after engagement in an inquiry-based intervention on evolution by natural selection. The educational significance of this and its implications are discussed.


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How to Cite
Baytelman, A., Loizou, T., & Hadjiconstantinou, S. (2023). Relationships between Epistemological Beliefs and Conceptual Understanding of Evolution by Natural Selection. Center for Educational Policy Studies Journal, 13(1), 63-93.