Skip to main content

Advertisement

SpringerLink
Log in

The Perceptions of Students in Secondary School in Regard to Evolution-Based Teaching: Acceptance and Evolution Learning Experiences—The Kingdom of Saudi Arabia

  • Published:
Research in Science Education Aims and scope Submit manuscript

A Correction to this article was published on 27 August 2019

This article has been updated

Abstract

This study investigates how Grade 12 secondary school students in the Kingdom of Saudi Arabia (KSA) perceive and respond to teaching and learning on evolution. A mixed-methodology approach including a questionnaire and semi-structured interviews was used. The study shows that Saudi students are aware of the great significance that has been assigned to the theory of evolution in the scientific domain, particularly in terms of its scientific validity and testability, and its acceptance within the scientific community. The students made a decision as to whether they accepted or rejected the concept of evolution, after considering the evidence that was presented along with any conflicts in terms of their religious beliefs. On the whole, the students in this study were found to support the teaching and learning of evolution; in addition, they provided a number of reasons to explain why they supported the inclusion of this subject within their science education. The link between religion and science, and the nature of science (NOS), was found to have a significant effect on the perceptions of students regarding the teaching of evolution. However, further work needs to be carried out on renewing, developing and creating new science education policies that are suitable and relevant for modern Saudi society. Such policies should encompass the acceptance of learners with varying viewpoints and opinions and should emphasise coexistence with and tolerance of others, thus ensuring the presence of discursive consultations and positive dialogue in science education within the KSA.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

Change history

References

  • Aikenhead, G. S. (1996). Science education: border crossing into the subculture of science. Studies in Science Education, 27(1), 1–52.

    Article  Google Scholar 

  • Aikenhead, G. (1997). Toward a First Nations cross-cultural science and technology curriculum. Science Education, 81(2), 217–238.

  • Aikenhead, G. S., & Ogawa, M. (2007). Indigenous knowledge and science. Cultural Studies of Science Education, 2(3), 539–620.

    Article  Google Scholar 

  • Alanazi, F. H. (2018). Saudi children’s taxonomic knowledge of animal species. Journal of Baltic Science Education, 17(3), 395–413.

    Article  Google Scholar 

  • Aldahmash, A. H., & Alshaya, F. S. (2012). Secondary school students’ alternative conceptions about genetics. Electronic Journal of Science Education, 16(1), 1–21.

    Google Scholar 

  • Alghamdi, A. K. H., & Al-Salouli, M. S. (2013). Saudi elementary school teachers’ beliefs: teaching science the new millennium. International Journal of Science and Mathematics Education, 11(2), 501–525.

    Article  Google Scholar 

  • Alhammad, K. (2015). A conceptual framework for re-shaping science education in Saudi Arabia. In N. Mansour & S. Al-Shamrani (Eds.), Science education in the Arab Gulf States (pp. 121–136). Rotterdam: Sense Publishers.

    Chapter  Google Scholar 

  • ASE. (2008). Science education, intelligent design and creationism: a statement from the Association for Science Education. School Science Review, 90(330), 12–13.

    Google Scholar 

  • Asghar, A. (2013). Canadian and Pakistani Muslim teachers’ perceptions of evolutionary science and evolution education. Evolution: Education and Outreach, 6(10), 1–12.

    Google Scholar 

  • Asghar, A., & Alters, B. (2007). Science is in our brains and religion is in our blood: Muslim teachers’ and scientists’ conceptions of biological evolution and evolution education. Proceedings, National Association for Research in Science Teaching (NARST) Conference, April 2007

  • Asghar, A., Hameed, S., & Farahani, N. K. (2014). Evolution in biology textbooks: A comparative analysis of 5Muslim countries. Journal of Religion & Education, 41(1), 1–15.

    Article  Google Scholar 

  • Asghar, A., Wiles, J., & Alters, B. (2016). Religion and science: theistic and scientific perspectives on the origin and evolution of life in the Pakistani high school biology curriculum. Journal of Biological Education, 42(2), 65–71.

    Article  Google Scholar 

  • Assaraf, B. Z. O., Eshach, H., Alamour, Y., & Orion, N. (2012). Culture differences and students’ spontaneous models of the water cycle: a case study of Israeli Bedouin children. Journal of Cultural Studies of Science Education, 7(2), 451–477.

    Article  Google Scholar 

  • Astley, J., & Francis, L. J. (2010). Promoting positive attitudes towards science and religion among sixth-form pupils: dealing with scientism and creationism. British Journal of Religious Education, 32(3), 189–200.

    Article  Google Scholar 

  • Ausubel, D. P. (1968). Educational psychology: a cognitive view. New York: Holt Rinehart and Winston.

    Google Scholar 

  • Barbour, I. G. (2000). When science meets religion: enemies, strangers, or partners? London: SPCK.

    Google Scholar 

  • Barnes, M. E., & Brownell, S. E. (2018). Experiences and practices of evolution instructors at Christian universities that can inform culturally competent evolution education. Science Education, 101(6), 1–24.

    Google Scholar 

  • Bell, R. (2011). Teaching the nature of science: three critical issues. Retrieved on16-04-2011 from http://www.ngsp.com/Portals/0/downloads/SCL22-0449A_AM_Bell.pdf. Accessed 23 June 2018.

  • BouJaoude, S., Asghar, A., Wiles, J. R., Jaber, L., Sarieddine, D., & Alters, B. (2011). Biology professors’ and teachers’ positions regarding biological evolution and evolution education in a middle eastern society. International Journal of Science Education, 33(7), 979–1000.

    Article  Google Scholar 

  • Braun, V., & Clarke, V. (2006). Using thematic analysis in qualitative research. Qualitative Research in Psychology, 3(2), 77–101.

    Article  Google Scholar 

  • Burton, E. K. (2010). Teaching evolution in Muslim states: Iran and Saudi Arabia compared. NCSE Reports, 30(3), 301–304.

    Google Scholar 

  • Cobern, W. (1996). Worldview theory and conceptual change in science education. Science Education, 80(5), 579–610.

    Article  Google Scholar 

  • Cofré, H. L., Santibáñez, D. P., Jiménez, J. P., Spotorno, A., Carmona, F., Navarrete, K., & Vergara, C. A. (2018). The effect of teaching the nature of science on students’ acceptance and understanding of evolution: myth or reality? Journal of Biological Education, 11(3), 1–14.

    Google Scholar 

  • Cohen, L., & Manion, L. (1994). Research methods in education (4th ed.). London: Routledge.

    Google Scholar 

  • Creswell, J. (1994). Research design: qualitative and quantitative approaches. London: Sage.

    Google Scholar 

  • Dagher, Z. R. (2009). Epistemology of science in curriculum standards of four Arab countries. In S. BouJaoude & Z. R. Dagher (Eds.), Arab states (Vol. 3, pp. 41–60). Rotterdam: Sense Publishers.

    Google Scholar 

  • Dagher, Z., & BouJaoude, S. (1997). Scientific views and religious beliefs of college students: the case of biological evolution. Journal of Research in Science Teaching, 34(5), 429–445.

    Article  Google Scholar 

  • Deniz, H., & Donnelly, L. A. (2011). Preservice secondary science teachers’ acceptance of evolutionary theory and factors related to acceptance. Reports of the National Center for Science Education, 31(4), 1.1–1.9.

    Google Scholar 

  • Dodge, C. H. (2009). The everything understanding Islam book: a complete guide to Muslim beliefs, practices, and culture (2nd ed.). Avon: Adams Media Corp.

    Google Scholar 

  • Donnelly, L. A., Kazempour, M., & Amirshokoohi, A. (2009). High school students’ perceptions of evolution instruction: Acceptance and evolution learning experiences. Research in Science Education, 39(5), 643–660.

    Article  Google Scholar 

  • Esbenshade, D. H. (1993). Student perceptions about science & religion. The American Biology Teacher, 55(6), 334–338.

    Article  Google Scholar 

  • Ezzy, D. (2002). Qualitative analysis: practice and innovation. London: Routledge.

    Google Scholar 

  • Ferguson, J. P. (2014). Is there a place for religion in the science classroom? Retrieved from http://theconversation.com/is-there-a-place-for-religion-in-the-science-classroom-26368. Accessed 29 July 2017.

  • Ferguson, J. P., & Kameniar, B. (2014). Is ‘learning’ science enough?A cultural model of religious students of science in an Australian government school. International Journal of Science Education, 36(15), 2554–2579.

    Article  Google Scholar 

  • Glaze, A. L. (2013). Evolution and pre-service science teachers: exploring acceptance and rejection (doctoral dissertation). University of Alabama, Tuscaloosa, AL.

  • Glaze, A. (2018). From worldviews to classrooms: Framing evolution acceptance in pre-service science teachers in the southeastern United States. Georgia Educational Researcher, 14(2), 1–12.

    Article  Google Scholar 

  • Golshani, M. (2003). Does science offer evidence of a transcendental reality and purpose? Islam and Science, 1(1), 45–65.

    Google Scholar 

  • Gould, S. J. (1999). Rocks of ages: science and religion in the fullness of life. New York: Ballantine.

    Google Scholar 

  • Haidar, A. (1997). Arab prospective science teachers’ world view: presuppositions towards nature. International Journal of Science Education, 19(9), 1093–1109.

    Article  Google Scholar 

  • Hanley, P. (2008). Controversy in school?: origin of life and the science/religion overlap. Paper presented at the British Educational Research Association Annual Conference, Heriot-Watt University, Edinburgh, 3–6 September 2008.

  • Hokayem, H., & BouJaoude, S. (2008). College students’ perception of the theory of evolution. Journal of Research in Science Teaching, 45(4), 395–419.

    Article  Google Scholar 

  • Holtman, L. (2010). The teaching of evolution in South African schools: challenges and opportunities. Biology International, 47(1), 102–108.

    Google Scholar 

  • Inter-Academy Panel. (2006). Inter-academy panel statement on the teaching of evolution. Retrieved from http://ncse.com/media/voices/interacademy-panel. Accessed 02 Oct 2017.

  • Mansour, N. (2008). The experiences and personal religious beliefs of Egyptian science teachers as a framework for understanding the shaping and reshaping of their beliefs and practices about science-technology-society (STS). International Journal of Science Education, 30(12), 1605–1634.

    Article  Google Scholar 

  • Mansour, N. (2010). Science teachers’ interpretations of Islamic culture related to science education vs. the Islamic epistemology and ontology of science. Cultural Studies of Science Education, 5(1), 127–140.

    Article  Google Scholar 

  • Mansour, N. (2011). Egyptian science teachers’ views of science and religion vs. Islamic perspective: conflicting or complementing? Science Education, 2(95), 281–309.

    Article  Google Scholar 

  • Ministry of Saudi Education, (1995). The policy document education in the Kingdom of Saudi Arabia (4th ed.). Retrieved from http://www.almekbel.net/PolicyofKsa.pdf. Accessed 25 Nov 2017.

  • Moore, R., Brooks, D. C., & Cotner, S. H. (2011). The relation of high school biology courses & students' religious beliefs to college students' knowledge of evolution. American Biology Teacher, 73(4), 222-226.

  • Nehm, R. H., & Schonfeld, I. S. (2007). Does increasing biology teacher knowledge of evolution and the nature of science lead to greater preference for teaching of evolution in schools? Journal of Science Teacher Education, 18(5), 699–723.

    Article  Google Scholar 

  • Oppenheim, N. (1992). Questionnaire design, interviewing and attitude measurement. London: Pinter.

    Google Scholar 

  • Plotnick, R. E., Theodor, J. M., & Holtz, T. R. (2015). Jurassic pork: what could a Jewish time traveler eat? Evolution: Education and Outreach, 8(1), 1–14.

    Google Scholar 

  • Pobiner, B. (2016). Accepting, understanding, teaching, and learning (human) evolution: obstacles and opportunities. American Journal of Physical Anthropology, 159(S61), S232–S274.

    Article  Google Scholar 

  • Pobiner, B., Beardsley, P. M., Bertka, C. M., & Watson, W. A. (2018). Using human case studies to teach evolution in high school A.P. biology classrooms. Evolution: Education and Outreach, 74(2), 71–72.

    Google Scholar 

  • Polkinghorne, J. (1998). Belief in God in an age of science. New Haven: Yale University Press.

    Google Scholar 

  • Reiss, M. (2008a). Teaching evolution in a creationist environment: an approach based on worldviews, not misconceptions. School Science Review, 90(331), 49–56.

    Google Scholar 

  • Reiss, M. J. (2008b). Should science educators deal with the science/religion issue? Studies in Science Education, 44(2), 157–186.

    Article  Google Scholar 

  • Reiss, M. J. (2009). The relationship between evolutionary biology and religion. Evolution, 63(7), 1934–1941.

    Article  Google Scholar 

  • Reiss , M. (2013). Religion in science education. In: N. Mansour, and R. Wegerif (Eds.), Science education for diversity: theory and practice (pp.317-328). Dordrecht: Springer.

  • Rutledge, M. L., & Mitchell, M. A. (2002). High school biology teachers’ knowledge structure, acceptance & teaching of evolution. The American Biology Teacher, 64(2), 21–28.

    Article  Google Scholar 

  • Rutledge, M. L., & Sadler, K. C. (2011). University students’ acceptance of biological theories—is evolution really different? Journal of College Science Teaching, 41(2), 38–43.

    Google Scholar 

  • Rutledge, M. L., & Warden, M. A. (1999). The development and validation of the measure of acceptance of the theory of evolution instrument. School Science and Mathematics, 99(1), 13–18.

    Article  Google Scholar 

  • Rutledge, M. L., & Warden, M. A. (2000). Evolutionary theory, the nature of science, and high school biology teachers: critical relationships. The American Biology Teacher, 62(1), 23–31.

    Article  Google Scholar 

  • Salleh, K. M., Othman, M. Y. H., Radiman, S., Dakir, J., Tamuri, A. H., Alwi, N., & Badzis, M. (2011). Teachers' concerns, perception and acceptance toward tauhidic science education. Kyoto Bulletin of Islamic Area Studies, 4(1–2), 124–155.

    Google Scholar 

  • Scott, D., & Morrison, M. (2006). Key ideas in educational research. London: Continuum.

    Google Scholar 

  • Streubert, H., & Carpenter, D. (2011). Qualitative research in nursing: advancing the humanistic imperative (5th ed.). Philadelphia: Lippincott, Williams and Wilkin.

    Google Scholar 

  • Taber, K. S., Billingsley, B., Riga, F., & Newdick, H. (2011). To what extent do pupils perceive science to be inconsistent with religious faith? An exploratory survey of 13–14-year-old English pupils. Science Education International, 22(2), 99–118.

    Google Scholar 

  • Tekkaya, C., Ozkan, O., & Sungur, S. (2001). Biology concepts perceived as difficult by Turkish high school students. Science Education, 66(4), 531–538.

    Google Scholar 

  • Tekkaya, C., Akyol, G., & Sungur, S. (2012). Relationship among teachers’ knowledge and beliefs regarding the teaching of evolution: a case for Turkey. Evolution: Education and Outreach, 5(3), 477–493.

    Google Scholar 

  • The Quranic Arabic Corpus (English translation). (2009). Retrieved from http://corpus.quran.com/translation.jsp. Accessed 27 Nov 2017.

  • Waiti, P., & Hipkins, R. (2002). Cultural issues that challenge traditional science teaching. Paper presented at the 3rd Annual New Zealand Science Education Symposium, Massey University, Wellington, 22-23 November 2002.

  • Wardany, E. (2000). Story of creation. Alexandria: Wisdom.

    Google Scholar 

  • Wiles, JR, & Alters, B. (2011). Effects of an educational experience incorporating an inventory of factors potentially influencing student acceptance of biological evolution. International Journal of Science Education, 33(18), 2559–2585

  • Winslow, M. W., Staver, J. R., & Scharmann, L. C. (2011). Evolution and personal religious belief: Christian university biology-related majors’ search for reconciliation. Journal of Research in Science Teaching, 48(9), 1026–1049.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Jouf University, Sakakah, Saudi Arabia

    Fayadh Hamed Alanazi

Authors
  1. Fayadh Hamed Alanazi
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Fayadh Hamed Alanazi.

Additional information

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Appendix 1: Interview Questions Posed in the Semi-structured Interviews

Appendix 1: Interview Questions Posed in the Semi-structured Interviews

  1. 1.

    Do you accept the theory of evolution? Why?

  2. 2.

    When were you first made aware of evolution?

  3. 3.

    What is your learning experience regarding evolutionary theory?

  4. 4.

    Does religion play a role in your life? If yes, how? If yes, how strong do you consider your religious beliefs to be in terms of their influence in your life?

  5. 5.

    Does science play a role in your life? If yes, in what ways?

  6. 6.

    Do you believe the theory of evolution can create conflicts between science and religion? If so, why? If not, why?

  7. 7.

    What are your thoughts on teaching the theory of evolution in Saudi science classrooms?

  8. 8.

    What are your opinions on teaching the theory of evolution in Saudi science curricula?

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Alanazi, F.H. The Perceptions of Students in Secondary School in Regard to Evolution-Based Teaching: Acceptance and Evolution Learning Experiences—The Kingdom of Saudi Arabia. Res Sci Educ 51 (Suppl 2), 725–753 (2021). https://doi.org/10.1007/s11165-019-9827-y

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11165-019-9827-y

Keywords

Search

Navigation