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Evolution education research has focused on biology populations, while other disciplines organized around evolutionary theory—such as biological anthropology—remain understudied. Cognitive science and education research suggest that learning evolution within the context of human evolution might cause increased understanding of evolutionary theory, as well as reasoning patterns relating to evolutionary change different from those stemming from learning evolution in a more generalized context. Biological anthropology students could offer a test of this hypothesis. This study incorporates this underrepresented population into the evolution education literature in order to generate insights into the effects of disciplinary context on evolutionary knowledge and reasoning.

Do disciplinary contexts impact the learning of evolution? Assessing knowledge and misconceptions in anthropology and biology students