Journal of Science Teacher Education

, Volume 18, Issue 5, pp 699–723

Does Increasing Biology Teacher Knowledge of Evolution and the Nature of Science Lead to Greater Preference for the Teaching of Evolution in Schools?

Authors

    • College of Education and Human EcologyThe Ohio State University
  • Irvin Sam Schonfeld
    • Education and Psychology, The City CollegeThe City University of New York
    • The Graduate CenterThe City University of New York
Article

DOI: 10.1007/s10972-007-9062-7

Cite this article as:
Nehm, R.H. & Schonfeld, I.S. J Sci Teacher Educ (2007) 18: 699. doi:10.1007/s10972-007-9062-7

Abstract

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.

Keywords

EvolutionEvolution educationBiology educationNatural selectionIntelligent designCreationismScience teachers

Copyright information

© Springer Science+Business Media, Inc. 2007