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?

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

Authors and Affiliations

  1. 1.College of Education and Human EcologyThe Ohio State UniversityColumbusUSA
  2. 2.Education and Psychology, The City CollegeThe City University of New YorkNew YorkUSA
  3. 3.The Graduate CenterThe City University of New YorkNew YorkUSA