Abstract
The article presents data of a comparative analysis between Czech and British teachers. It compares the percentage of teachers, who teach biological evolution through project-based education and the extent to which teachers teach key terms of evolution.
The total of 350 Czech teachers and 122 British teachers were participated in the study. The paper contains the pilot research focusing on the most commonly asked students' personal questions about evolution.
The total of 66 Czech students were participated in the survey. The results show that project based education has been used significantly more often in the British schools than in the Czech ones.
Also a larger extent of the teaching key evolutionary terms has been observed in the British schools. Pilot survey indicates that some Czech students have misunderstanding about adaptation.
Appendix part of this paper includes a project-based evolution unit which aims to help teachers improve students' understanding of adaptation.