Teaching Evolution in Greece

Abstract

In this chapter, we provide an overview of the teaching of evolution in the Greek educational system. We discuss issues relating to the education, training and professional development of teachers; the educational policies that determine the content of teaching, of textbooks, and of the exams that provide enrolment to university studies; the interests, the choices, the social environment, and the priorities of students. Whereas there is research in teaching and learning evolution in Greece, as well as on Greek teachers’ pedagogical content knowledge, it has not really been taken into account in policy decisions relevant to the teaching of evolution. It should be noted that no particular religious influences against the teaching of evolution exist in Greece, and this is important to note if one considers that it is a country with no separation between church and state. However, it has been claimed or implied that it is due to such influences that content about evolution has only been included in the last chapters of textbooks. This is the case but not the major problem in our view. Even in the textbook-driven and exam-focused Greek educational system, teachers who are appropriately trained and who feel confident to teach evolution should be able to do so in any biology chapter. Therefore, the major problem in our view is that neither systematic pre-service and in-service training, nor a robust undergraduate education on the teaching of biology are offered to Greek biology teachers. Given the current difficult fiscal environment that impacts educational policy choices and decisions, we suggest actions that could enhance the teaching of evolution and contribute to the efforts of improving biological literacy in our country.