In this study, using multiple regression analysis, we aimed to explore the factors related to acceptance of evolutionary theory among preservice Turkish biology teachers using conceptual ecology for biological evolution as a theoretical lens. We aimed to determine the extent to which we can account for the variance in acceptance of evolutionary theory by using understanding of evolutionary theory, epistemological beliefs, thinking dispositions, and parents' educational level as independent variables. Preservice biology teachers' thinking dispositions, their understanding of evolutionary theory, and their parents' educational level are positively correlated with acceptance of evolutionary theory. We did not find any significant positive correlation between epistemological beliefs and acceptance of evolution because of low reliability coefficients of subscales of the epistemological beliefs instrument. Together they explained 10.5% of the variance. These results suggest that studying the relationship between acceptance of evolutionary theory and other related factors in a multivariate context is more informative than examining the relationship between acceptance of evolutionary theory and other factors in isolation. Our findings indicate that studying a controversial issue such as acceptance of evolutionary theory in a multivariate fashion, using conceptual ecology as a theoretical lens to interpret the findings, is informative. Our results suggest the inclusion of thinking dispositions in conceptual ecology for biological evolution. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 420–443, 2008

No abstract

No abstract

Evolutionary theory is central to biology, and scientifically accurate evolution instruction is promoted within national and state standards documents. Previous literature has identified students' epistemological beliefs as potential predictors of evolution acceptance. The present work seeks to explore more directly how student views of evolution are related to their epistemological beliefs. We hypothesize that evolution acceptance may be related to students' epistemological beliefs and that this relationship may vary depending on students' relationship to the field of biology, either as an experienced major, a new major, or a non-major. Specifically, this manuscript investigates how college students' evolution acceptance may be connected to Perry developmental levels for three distinct groups of students: upper-level majors, first-year majors, and non-majors. A sequential explanatory mixed methods approach entailing quantitative surveys followed by individual interviews was employed. In total, 395 college-level biology students from three classes were surveyed, and 44 students were interviewed. Descriptive quantitative trends were identified, and evolution acceptance varied predictably by both Perry level and Class. Qualitative analysis explained these quantitative findings in terms of participants' identification with science, views of authority, views of the compatibility of evolution and religion, and appreciation for the tentative nature of science with respect to evolution. Potential implications for science educators at the college level are discussed. #

No abstract

No abstract

No abstract

No abstract