EVOLUTION IN THE SOUTHEASTERN USA: FACTORS INFLUENCING ACCEPTANCE AND REJECTION IN PRE-SERVICE SCIENCE TEACHERS
- 443 Downloads
Evolution continues to be a controversial topic around the world but nowhere is this more apparent locally than in the Southeastern region of the USA. In this study, we explored acceptance and rejection of evolution among pre-service science teachers in a teaching college in the rural Southeast and sought to determine (1) what relationships exist between the worldview variables and acceptance of evolution among pre-service secondary science teachers? and (2) Which combination of these variables explains the most statistically significant amount of variance in acceptance of evolution among pre-service secondary science teachers? Regression analysis was used to determine the best-fit model predicting levels of acceptance in this sample, explaining 45 % of variance in acceptance of evolution in 4 variables. The result of this study sheds light on possible remediation for low acceptance of evolution and directions for improved preparation of future science teachers relative to teaching and learning evolution.
Key wordsacceptance biology content knowledge evolution nature of science pre-service science teachers science education
Unable to display preview. Download preview PDF.
- Abd-el-Khalik, F. & Lederman, N. G. (2000). The influence of history and science courses on students views of nature of science. Journal of Research in Science Teaching, 37(10), 1057–1095.Google Scholar
- Alters, B. J. (1996). Relationships between acceptance or rejection of evolution by college freshman and selected non-religiously oriented factors (Doctoral dissertation or thesis). Available from ProQuest Dissertations and Theses database. (UMI No. 9636316).Google Scholar
- Alters, B. J. & Alters, S. M. (2001). Defending evolution: A guide to the creation/evolution controversy. Sudbury, MA: Jones & Bartlett.Google Scholar
- Baker, J. O. (2013). Acceptance of evolution and support for teaching creationism in public schools: The conditional impact of educational attainment. Journal for the Scientific Study of Religion, 52(1), 216–228.Google Scholar
- Butler, W. (2009). Does the nature of science influence college students’ learning of biological evolution? (Doctoral dissertation). Available from ProQuest Dissertations and Thesesdatabase (UMI No. 3373974).Google Scholar
- Carnegie Foundation (2010). Carnegie classifications, institutional profile. Available from http://classifications.carnegiefoundation.org/.
- Cobern, W.W. & Loving, C.C. (2000). Scientific worldviews: A case study of four high school science teachers. Electronic Journal of Science Education, 5(2). Available from http://ejse.southwestern.edu/article/viewArticle/7650/5417. Accessed 13 November 2011
- Deniz, H., Cetin, F. & Yilmaz, I. (2011). Examining the relationships among acceptance of evolution, religiosity, and teaching preference for evolution in Turkish preservice biology teachers. Reports of the National Center for Science Education, 31(4), 1.1–1.9.Google Scholar
- Deniz, H., Donnelly, L. A. & Yilmaz, I. (2008). Exploring the factors related to acceptance of evolutionary theory among Turkish pre-service biology teachers: Toward a more informative conceptual ecology for biological evolution. Journal of Research in Science Teaching, 45(4), 420–443.CrossRefGoogle Scholar
- Fahrenwald, C.R. (1999). Biology teachers’ acceptance and understanding of evolution and nature of science (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 9937374).Google Scholar
- Farber, P. (2003). Teaching evolution & the nature of science. The American Biology Teacher, 65(5), 347–354.Google Scholar
- Gallup, G. (2011). Evolution, creationism and intelligent design. Available from http://www.gallup.com/poll/21814/evolution-creationism-intelligent-design.aspx. Accessed 3 September 2011
- Heibert, P. G. (2008). Transforming worldviews: An anthropological understanding of how people change. Grand Rapids, MI: Baker Academic.Google Scholar
- Johnson, R. L. (1986). The acceptance of evolutionary theory by biology majors in college of the West North Central states. Dissertation Abstracts International, 46(7), 1893a.Google Scholar
- Kincheloe, J. L., & Pinar, W. F. (Eds.). (1991). Curriculum as social psychoanalysis: The significance of place. Albany, NY: State University of New York Press.Google Scholar
- Lee, O. (1999). Science knowledge, world views, and information sources in social and cultural contexts: Making sense after a natural disaster. Educational Research Journal, 36(2), 187–219.Google Scholar
- Nadelson, L. S. & Sinatra, G. M. (2010). Shifting acceptance of evolution: Promising evidence of the influence of the “understanding evolution” website. The Researcher, 23(1), 13–29.Google Scholar
- National Association of Biology Teachers (2008). Statement on teaching evolution. Available from http://www.nabt.org/websites/institution/index.php?p=92.
- National Research Council (2013). Next generation science standards. Available from http://www.nextgenscience.org/.
- National Science Teachers Association (2004). NSTA position statement: The teaching of evolution. Available from http://www.nsta.org.
- Pedhazur, E. J. (1997). Multiple regression in behavioral research (3rd ed.). Stamford, USA: Thompson Learning, Inc.Google Scholar
- Tabachnick, B. G. & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Boston: Pearson.Google Scholar
- Wiles, J.R. (2008). Factors potentially influencing student acceptance of biological evolution (Doctoral dissertation or master’s thesis). Available from ProQuest Dissertations & Theses database.Google Scholar
- Wiley, C.H. (2003). Reflection on the difficulties of teaching evolution in high school biology. (Doctoral dissertation or master’s thesis). Available from http://athenaeum.libs.uga.edu/bitstream/handle/10724/6669/wylie_clyde_h_200305_edd.pdf?sequence=1.