Revolution in biology teaching: supporting students through threshold concepts!

Revolution in biology teaching: supporting students through threshold concepts!

On May 30, 2025, researchers at the University of Cologne published a groundbreaking study on evolution and evolutionary biology. This study, led by Professor Dr. Jörg Großschedl, Dr. Helena Aptyka and Dr. Daniela Fiedler, aims at how students can develop a deep scientific understanding of evolution. The result shows that the way in which supporting knowledge is conveyed is crucial for learning. The study took place at the Institute for Biology Didactics and is entitled “Threshold Concepts and Concept Networks in Evolution Education: An Experimental Intervention Study”. It was published in the renowned journal Science Education.

The study examined how the concept network of 10th graders in biology lessons is structured with regard to the topic of evolution. The researchers found that students taught with so-called threshold concepts, such as the topics of chance and probability, build denser and more structured knowledge of biology. The concept network consists of key, false and threshold concepts.

Key, error and threshold concepts

Key concepts include core, science-based ideas such as variation, heredity and individual fitness. Misconceptions are deeply rooted, technically incorrect ideas, such as teleological thinking, that can promote the development of a false understanding of evolution. Additionally, threshold concepts are challenging ideas that enable learners to achieve cognitive breakthroughs. An example of this is understanding chance and probability in relation to natural selection.

Addressing these threshold concepts can significantly increase the complexity and coherence of the concept network. In order to make it easier to link these concepts, students need targeted didactic support. Another aspect of the study is the planned intervention study that will address the temporal scale threshold concept to advance understanding of micro- and macro-evolution.

The role of threshold concepts in education

The term “threshold concept” was introduced by Jan Meyer and Ray Land in 2005 and describes key concepts that, once understood, fundamentally change the perception of a topic or phenomenon. Understanding such a concept acts as a portal that opens up new perspectives and greatly changes the way learners think about topics. These concepts are often transformative and can bring about irreversible changes in thinking.

In teaching-learning research, it is discussed that learners at all levels of education often have difficulties with abstract concepts such as chance and probability, especially in the context of evolutionary biology. These concepts are often associated with long time periods and complex system levels. Misconceptions about everyday life can be a hindrance and impair understanding of these important concepts. Therefore, it is crucial to develop didactic aids to support the learning and application of threshold concepts in evolution lessons.

In summary, the study shows how important addressing threshold concepts is for the development of a solid scientific understanding in biology. Understanding and correctly teaching these concepts can be critical to future education in the field of evolutionary biology. The results of the study open up new perspectives for modern biology teaching.