Does Increasing Biology Teacher Knowledge of Evolution and the Nature of Science Lead to Greater Preference for the Teaching of Evolution in Schools?
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This study investigated whether or not an increase in secondary science teacher knowledge about evolution and the nature of science gained from completing a graduate-level evolution course was associated with greater preference for the teaching of evolution in schools. Forty-four precertified secondary biology teachers participated in a 14-week intervention designed to address documented misconceptions identified by a precourse instrument. The course produced statistically significant gains in teacher knowledge of evolution and the nature of science and a significant decrease in misconceptions about evolution and natural selection. Nevertheless, teachers’ postcourse preference positions remained unchanged; the majority of science teachers still preferred that antievolutionary ideas be taught in school.
- Does Increasing Biology Teacher Knowledge of Evolution and the Nature of Science Lead to Greater Preference for the Teaching of Evolution in Schools?
Journal of Science Teacher Education
Volume 18, Issue 5 , pp 699-723
- Cover Date
- Print ISSN
- Online ISSN
- Springer Netherlands
- Additional Links
- Evolution education
- Biology education
- Natural selection
- Intelligent design
- Science teachers
- Author Affiliations
- 1. College of Education and Human Ecology, The Ohio State University, Columbus, OH, 43210-1172, USA
- 2. Education and Psychology, The City College, The City University of New York, New York, NY, 10031, USA
- 3. The Graduate Center, The City University of New York, New York, NY, 10016-4309, USA