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Twelve participants answered three research questions: identifying evolution misconceptions in online newspaper articles, describing misconceptions when explaining SARS-CoV-2 outbreak concerns, and selecting key evolution concepts used to make sense of the situations. Content analysis shows limited recognition of teleological misconceptions in news and some answers that either misread evidence or reveal personal misconceptions. More than half used at least two key concepts, though linking evolution to described contexts was challenging.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/conceptions-of-portuguese-prospective-teachers-about-real-life-evolution-situations-exploratory-study/598374/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/conceptions-of-portuguese-prospective-teachers-about-real-life-evolution-situations-exploratory-study/598374.png","ImageObject",300,407,{"name":92,"@type":93},"A glass of water","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the goal of the exploratory study?","Question",{"text":112,"@type":113},"The study investigates how Portuguese prospective teachers apply evolution to two real-life scenarios and addresses three research questions about misconceptions and key concepts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the study assess misconceptions in the first scenario?",{"text":117,"@type":113},"Participants reviewed a newspaper article and were asked to identify statements revealing evolution misconceptions, then justify their choices.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the results show about teachers’ use of evolution concepts?",{"text":121,"@type":113},"More than half identified at least two key evolution concepts, but some had difficulty explaining how evolution connected to the situation described.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598374,1792161764,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760832,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","doi: 10.26529/cepsj.1507  \nConceptions of Portuguese Prospective Teachers about Real-Life Evolution Situations  \nBento Cavadas*1 and Xana Sá-Pinto2  \n• The importance of introducing evolution in primary schools has been highlighted in evolution education research, but few studies have approached the understanding of evolution of prospective teachers who are being prepared to teach at primary school level. The present exploratory study aims to answer three research questions about the ability of Portuguese prospective teachers to apply evolution to two real-life situations: 1) Are prospective teachers able to identify evolution misconceptions in online newspaper articles? 2) What misconceptions are expressed by prospective teachers when explaining real-life evolution situations? and 3) Which key evolution concepts do prospective teachers apply to make sense of real-life evolution situations? Twelve prospective teachers participated in the study. In the first situation, the prospective teachers were asked to identify statements from a newspaper article that would reveal evolution misconceptions and justify their choices. In the second situation, they were asked to read a text about SARS-CoV-2 and explain why scientists were worried about uncontrolled outbreaks of the virus. The prospective teachers’ answers were analysed through content analysis. Regarding the first research question, our results show that only half of the prospective teachers were able to identify teleological misconceptions in the newspaper article. Concerning the second research question, some of the prospective teachers either identified misconceptions in information in which there was no misconception, or revealed their own misconceptions in their explanations. Regarding the third research question, although more than half of the prospective teachers identified at least two key evolution concepts, some of them found it difficult to explain how evolution is related to the situation described. Although this isan exploratory study, it shows which key concepts of evolution the prospective teachers mobilised and identifies their misunderstandings, thus highlighting dimensions that should be addressed in their evolution education.  \nKeywords: evolution, evolution education, evolution key concepts, evolution misconceptions, prospective teachers  \n1 *Corresponding Author. Polytechnic Institute of Santarém/School of Education; Lusófona University, CeiED – Interdisciplinary Research Centre for Education and Development, Portugal; [bento.cavadas@ese.ipsantarem.pt](bento.cavadas@ese.ipsantarem.pt).  \n2 Research Centre on Didactics and Technology in the Education of Trainers, Department of Education and Psychology, University of Aveiro, Portugal.  \nPredstave portugalskih bodočih učiteljev glede resničnih razmer evolucije  \nBento Cavadas in Xana Sá-Pinto  \n• Smisel uvajanja evolucije v osnovne šole je bil poudarjen v raziskavahevolucijskega izobraževanja, toda zelo malo študij se je približalo razumevanju evolucije, ki ga imajo bodoči učitelji med usposabljanjem za osnovnošolsko poučevanje. Namen te eksplorativne študijeje odgovoritina tri raziskovalna vprašanja o sposobnosti portugalskih bodočih učiteljev, da uporabijo znanje evolucije v dveh situacijah resničnega življenja: 1) Ali so bodoči učitelji sposobni prepoznati napačne predstave o evoluciji v poljudnih člankih na spletu? 2) Katere napačne predstave izražajo bodoči učitelji, ko razlagajo evolucijske situacije v resničnem življenju?  \n3) Katere ključne evolucijske koncepte uporabljajo bodoči učitelji, da bi osmislili resnične evolucijske situacije? V raziskavi je sodelovalo 12 bodočih učiteljev. V prvi situaciji so bili pozvani, da naj v časopisnem prispevku prepoznajo izjave, ki bi razkrile napačne predstave o evoluciji, in utemeljijo svoje odgovore. V drugi situaciji so morali prebrati besedilo o SARS-CoV-2 in pojasniti, zakaj so znanstveniki zaskrbljeni zaradi nenadzorovanih izbruhov virusa. Odgovore bodočih u","cbCairhbek2Dh5TP","https://ap.wps.com/l/cbCairhbek2Dh5TP","pdf",209919,25,"English","# Introduction\n# Study Design and Research Questions\n# Results and Findings\n## Misconceptions in Newspaper Articles\n## Misconceptions in SARS-CoV-2 Explanations\n## Key Evolution Concepts Used","[{\"question\":\"What is the goal of the exploratory study?\",\"answer\":\"The study investigates how Portuguese prospective teachers apply evolution to two real-life scenarios and addresses three research questions about misconceptions and key concepts.\"},{\"question\":\"How did the study assess misconceptions in the first scenario?\",\"answer\":\"Participants reviewed a newspaper article and were asked to identify statements revealing evolution misconceptions, then justify their choices.\"},{\"question\":\"What did the results show about teachers’ use of evolution concepts?\",\"answer\":\"More than half identified at least two key evolution concepts, but some had difficulty explaining how evolution connected to the situation described.\"}]","Conceptions of Portuguese Prospective Teachers about Real-Life Evolution Situations - Exploratory Study | PDF",1792086815,63]