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Explicit Instruction about the Nature of Science and Its Impact on Students' Understanding of Evolution: A Meta-Analysis

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Title: Explicit Instruction about the Nature of Science and Its Impact on Students' Understanding of Evolution: A Meta-Analysis
Language: English
Authors: Kenneth Ian Talosig Batac (ORCID 0000-0002-6597-3212), Ronilo Palle Antonio (ORCID 0000-0002-2832-7203), Maricar Sison Prudente (ORCID 0000-0003-1156-0380)
Source: International Journal of Education in Mathematics, Science and Technology. 2026 14(2):350-368.
Availability: International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: https://www.ijemst.net/index.php/ijemst/index
Peer Reviewed: Y
Page Count: 19
Publication Date: 2026
Document Type: Journal Articles
Information Analyses
Education Level: Secondary Education
Higher Education
Postsecondary Education
Descriptors: Scientific Principles, Science Education, Evolution, Scientific Concepts, Concept Formation, Secondary School Students, Undergraduate Students, Intervention, Theories, Evidence, Misconceptions, Foreign Countries
Geographic Terms: Turkey, Indonesia, Chile, United States
ISSN: 2147-611X
Abstract: 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 < 0.001). Moderator analysis showed that educational level significantly influenced outcomes, with secondary students benefiting more than undergraduates. A Two One-Sided Tests (TOST) procedure confirmed that these differences were not practically equivalent within a ±0.20 margin. Qualitative synthesis revealed that the most effective interventions explicitly addressed NOS concepts, such as theory vs. law, empirical evidence, and subjectivity through historical case studies and structured reflection designed to counter evolution misconceptions. No evidence of publication bias was detected. These findings underscore the pedagogical value of embedding epistemological instruction within evolution education and support the development of context-sensitive curricula and teacher training.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506053
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Explicit Instruction about the Nature of Science and Its Impact on Students&#39; Understanding of Evolution: A Meta-Analysis
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  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Kenneth+Ian+Talosig+Batac%22&quot;&gt;Kenneth Ian Talosig Batac&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0002-6597-3212&quot;&gt;0000-0002-6597-3212&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Ronilo+Palle+Antonio%22&quot;&gt;Ronilo Palle Antonio&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0002-2832-7203&quot;&gt;0000-0002-2832-7203&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Maricar+Sison+Prudente%22&quot;&gt;Maricar Sison Prudente&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0003-1156-0380&quot;&gt;0000-0003-1156-0380&lt;/externalLink&gt;)
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  Data: 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&#39; 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&#39; g = 1.18, 95% CI [0.698, 1.669], p &lt; 0.001). Moderator analysis showed that educational level significantly influenced outcomes, with secondary students benefiting more than undergraduates. A Two One-Sided Tests (TOST) procedure confirmed that these differences were not practically equivalent within a &#177;0.20 margin. Qualitative synthesis revealed that the most effective interventions explicitly addressed NOS concepts, such as theory vs. law, empirical evidence, and subjectivity through historical case studies and structured reflection designed to counter evolution misconceptions. No evidence of publication bias was detected. These findings underscore the pedagogical value of embedding epistemological instruction within evolution education and support the development of context-sensitive curricula and teacher training.
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  Data: 2026
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  Data: EJ1506053
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1506053
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 350
    Subjects:
      – SubjectFull: Scientific Principles
        Type: general
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Evolution
        Type: general
      – SubjectFull: Scientific Concepts
        Type: general
      – SubjectFull: Concept Formation
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Theories
        Type: general
      – SubjectFull: Evidence
        Type: general
      – SubjectFull: Misconceptions
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Turkey
        Type: general
      – SubjectFull: Indonesia
        Type: general
      – SubjectFull: Chile
        Type: general
      – SubjectFull: United States
        Type: general
    Titles:
      – TitleFull: Explicit Instruction about the Nature of Science and Its Impact on Students' Understanding of Evolution: A Meta-Analysis
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            NameFull: Kenneth Ian Talosig Batac
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            NameFull: Ronilo Palle Antonio
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              Y: 2026
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              Value: 14
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            – TitleFull: International Journal of Education in Mathematics, Science and Technology
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