Explicit Instruction about the Nature of Science and its Impact on Students’ Understanding of Evolution
A Meta-Analysis
Bibliographic Data
| ID | 22431752 |
|---|---|
| Authors | Kenneth Ian Talosig Batac (0000-0002-6597-3212, De La Salle University), R P Antonio (0000-0002-2832-7203, Bulacan State University), Maricar Sison Prudente (0000-0003-1156-0380, De La Salle University) |
| Year | 2026 |
| Volume | 14 |
| Issue | 2 |
| Pages | 350-368 |
| Publication date | 2026-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Education in Mathematics, Science and Technology (JOURNAL) |
| Journal identifiers | ISSN: 2147-611X • E-ISSN: 2147-611X |
| Publisher | ISTES Organization (PUBLISHER) |
| DOI | 10.46328/ijemst.5327 |
| OpenAlex | W7133302392 |
| Language | EN |
Understanding evolution remains a persistent challenge in science education. This meta-analysis evaluated whether explicit instruction on the Nature of Science (NOS) can enhance students’ comprehension of evolutionary theory. A systematic review following PRISMA 2020 guidelines identified eight studies (2017–2024), yielding nine independent effect sizes and a total sample of 1,543 students across secondary and undergraduate levels. Using a random-effects model, the overall effect of explicit NOS instruction was large and statistically significant (Hedges’ g = 1.18, 95% CI [0.698, 1.669], p
Comprehension · Curriculum · Empirical evidence · Moderation · Nature of Science · Psychological intervention · Science education · Subjectivity · Evolution and Science Education · Philosophy and History of Science · Science Education and Pedagogy
| Highly cited | No |
|---|