Abstract
During recent years, scientific knowledge of the human evolution has been significantly modified. This study focuses upon Czech high school student's knowledge, understanding and attitude to the human evolution and its objective is to improve the teaching of this issue.
We collected data from 91 participants (final year high school students one month before exams in A-level biology) using a questionnaire in paper and pencil form. Descriptive statistics was used after coding the data.
Consequently, t-tests were used to examine possible differences between groups. We didn't recognise any gender differences in knowledge, understanding and attitude to the human evolution in our sample.
Less than 5% students in our sample know hominin genera, which were described during the last 20 years, the same is true for hominin species. Strictly linear scheme of human evolution was counted as right by 93,5% students.
Phylogenetic relationships among great apes were classified correctly by 35% students; the biggest source of mistakes seems to be a disproportion among knowledge of fact and understanding of the phylogram of the great apes. There aren't any differences in knowledge, understanding and interest in human evolution between believers and non-believers among students in our sample.
The only significant difference related to student's opinion of relationship between religious and scientific points of view to the human evolution.