Since learning is the goal of all instruction, numerous studies have focused on knowledge acquisition.  Thus, by evaluating students’ conceptual knowledge, preconceived notions, beliefs, attitudes, etc., of scientific concepts; researchers ascertain the dynamic and complex relationships between teaching and learning.  However, according to the literature, this goal has yet to be achieved in the biological sciences in so far as natural selection (the core of the biological sciences) remains the single most misunderstood concept in evolutionary theory. Furthermore, antievolutionary attitudes among educated adults continue to persist.  Nonetheless, is the notion of natural selection challenging to students  because they tend to interpret complex, dynamic systems and concepts in static disjointed terms, or is it because they identify linear chains of causal forces to explain complex systems?  Better yet, is it because antievolutionary attitudes are not only controversial but also held by some members of the teaching community?

Results/Conclusions This presentation reports the results of an evolutionary theory study that investigated misconceptions of natural selection and the effects of cultural factors on conceptual understanding and acquisition of knowledge of Latino and Non-Latino college students. Significant differences were found when students were compared by ethnicity, gender, religious affiliation, and religiosity.  Furthermore, this study reveals that the current allotted time for this particular subject matter to be inadequate for students to conceptualize the theory of natural selection.  Additionally, colloquial interpretations of scientific words deemed unacceptable in scientific learning present some students with comprehension challenges; as fundamental scientific vocabulary not only impedes conceptual knowledge and understanding but it also deters conceptual change.  The study participants were enrolled in an introductory/first semester biology course at various Hispanic-Serving Institutions (HSIs) in south and west Texas.  A modified version of the CINS was administered to over 1,200 students at eight participating HSIs during the fall 2007 semester.