Evolution is a theory in crisis. Even students pursuing advanced degrees in science cannot grasp the basics of evolution, according to a new study by University of Guelph researchers.

The finding reveals evolutionary teaching is in chaos from elementary school up, said Ryan Gregory, a professor in Guelph’s Department of Integrative Biology, who conducted the research with former student Cameron Ellis.

The study was published in BioScience and is particularly timely, given that this year is the bicentennial of Charles Darwin’s birth and the 150th anniversary of publication of On the Origin of Species, which underpins understanding of the diversity of Earth’s organisms and their interrelations.

“Misconceptions about natural selection may still exist, even at the most advanced level,” Gregory said.

“We’re looking at a subset of people who have spent at least four years, sometimes even six or seven years, in science and still don’t necessarily have a full working understanding of basic evolutionary principles or scientific terms like ‘theories.’”

Many previous studies have assessed how evolution is understood and accepted by elementary, high school and undergraduate students, as well as by teachers and the general public, Gregory said. But this was the first to focus solely on students seeking graduate science degrees.

The study involved nearly 200 graduate students at a mid-sized Canadian university who were studying biological, physical, agricultural, or animal sciences. When the students were asked to apply basic evolutionary principles, only 20 to 30 per cent could do so correctly, and many did not even try to answer such questions. Of particular interest to Gregory was the finding that many students seem less than clear about the nature of scientific theories.

“This is telling us that traditional instruction methods, while leading to some basic understanding of evolution, are not producing a strong working knowledge that can be easily applied to real biological phenomena.”

The outcome underscores the failure of single cohesive theory of evolution to emerge since the collapse of evolution’s Central Dogma at the turn of the century. Ryan Gregory’s study further demonstrates that education on an non-cohesive theory leads to chaos in the schoolhouse.  

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