While school textbooks are assumed to be written for and used by students, it is widely acknowledged
that they also serve a vital support function for teachers, particularly in times of curriculum change. A
basic assumption is that biology textbooks are scientifically accurate. Furthermore, because of the negative
impact of ‘misconceptions’ on learning, it is desirable that textbooks point out common misconceptions
and why they are scientifically unacceptable. This paper reports on a study of life sciences
textbooks as a potential influence on misconceptions about evolution by natural selection. Textbooks for
Grades 10 to 12, from two different publishers, were investigated using content analysis to establish,
first, the nature and extent of scientifically incorrect statements about evolution; second, latent problems
with wording which might lead to unscientific ideas; and third, whether the books identified and
addressed common misconceptions. Unscientific statements were found in all six books, but latent problems
associated with the way explanations were expressed were also considered to pose a significant
threat to learning. While particularly important for textbook authors and publishers, these findings are
also of value to teachers. Although this study was conducted in South Africa, the findings provide useful
insights for a wider audience of biology education stakeholders.

• Textbooks as a Possible Influence on Unscientific Ideas about Evolution

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