Biology is a science that involves study of the diversity of living organisms. This diversity has always
generated questions and has motivated cultures to seek plausible explanations for the differences and
similarities between types of organisms. In biology teaching, these issues are addressed by adopting an
evolutionary approach. The aim of this study was to compare the extent to which the beliefs of 20 public
high school biology teachers in the Bauru region of São Paulo in Brazil exemplified the most significant
historical concepts regarding evolution. Data from open-ended interviews with teachers were
analysed and coded. The analysis of the interviews revealed how participating biology teachers understood
and explained biological evolution. The assessment of teachers’ conceptions about evolution indicated
that many responses expressed current scientifically accepted concepts, such as transformism,
natural selection, gradualism and common descent. However, some teachers also provided responses that
combined scientific concepts with non-scientific notions, such as finalism, verticality and adaptation to
the environment. Therefore, it is necessary to thoroughly investigate biology teachers’ understanding of
evolutionary processes.

• Biology Teachers’ Conceptions of the Diversity of Life and the Historical Development of Evolutionary Concepts

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