Evolution acceptance framing and misconception resistance

This study investigates the effect of evolution acceptance framing on misconception resistance among Grade 12 students. Evolution is a fundamental concept in biology, yet it remains difficult for many learners due to persistent misconceptions and preexisting beliefs. Using a descriptive quantitative design, the study involved two groups: an experimental group exposed to acceptance framing and a control group receiving traditional instruction. Data were collected through pretest and post-test using validated instruments measuring evolution acceptance and misconceptions. Findings revealed that students initially demonstrated a high level of misconceptions. However, demographic variables such as sex, age, and academic strand showed no significant influence on misconception levels. The results suggest that misconceptions are consistently present across learners regardless of profile. The study highlights the importance of using supportive and non-confrontational teaching strategies to promote conceptual change, improve understanding, and reduce resistance to learning evolution in science education.