Background: Relatively little information is available regarding the level of acceptance of evolution and knowledge about evolution in different educational settings in Europe. The aim of the present study is to fill this gap and provide a comprehensive overview of the current state of research regarding evolutionary knowledge and acceptance of students and teachers across Europe, based on a systematic literature review. Results: We identified 56 papers for the period 2010-2020, presenting results for 29 European countries. Both knowledge and acceptance of evolution were assessed in 17 studies. Out of 13 instruments most commonly used in the literature, five have been used in the European context so far: ACORNS, CINS, I-SEA, KEE and MATE. Thirty-one other instruments were identified of which 16 were used in studies on knowledge and 15 in studies on acceptance. The extent of knowledge was hard to compare even within groups of the same education level due to the application of different instruments and assessment of different key concepts. Our results illustrate the persistence of misconceptions through all education levels. Comparing acceptance among different education levels and countries revealed a high diversity. However, a lack of evolution in curricula tended to be associated with rejection of evolution in some countries. European studies that investigated both acceptance of evolution and knowledge about evolution varied highly concerning the existence and strength of the relationship between these factors. However, some trends are visible, such as an increase of strength of the relationship the higher the education level. Conclusions: The present review highlights the lack of a standardized assessment of evolutionary knowledge and acceptance of evolution across Europe and, therefore, of reasonably comparable data. Moreover, the review revealed that only about one-third of all studies on acceptance and/or knowledge about evolution provided evidence for local validity and reliability. We suggest the use of assessment categories for both knowledge and acceptance instruments to allow for interpretation and comparison of sum scores among different sample groups. This, along with prospective comparative research based on similar samples, paves the way for future research aimed at overcoming current biases and inconsistencies in results.
Mass extinctions are a major pattern in mac-\ud roevolution. Because of their frequency, quickness and\ud global effects, they shaped the global biodiversity several\ud times during the geological ages. As an integrative factor\ud with respect to microevolutionary Neo-Darwinian pro-\ud cesses, mass extinctions are probably due to a set of dif-\ud ferent possible causes (basaltic super-eruptions, impacts of\ud asteroids, global climate changes, continent drifts, and so\ud on). An analogy has been proposed. If we compare the\ud rates and amounts of extinction during those singular\ud evolutionary events with the range of species losses over\ud the past few centuries and millennia in human times, we\ud see a similar trend. Then, according to a group of author-\ud itative evolutionists like Edward O. Wilson and Niles El-\ud dredge, we have evidence that humans are now causing the\ud so called ‘‘Sixth Mass Extinction’’. ‘‘Anthropocene’’ also\ud means that Homo sapiens has become a dominant evolu-\ud tionary force. Through a mix of different significantly\ud impacting activities (i.e., fragmentation of habitats, over-\ud population, chemical pollution, invasive species, over-\ud exploitation of resources in hunting and fishing), we have\ud produced the conditions for a serious extinction crisis.\ud According to Nature (March 2011), the sixth mass\ud extinction is under way: ‘‘we find that Earth could reach\ud that extreme within just a few centuries if current threats to\ud many species are not alleviated’’ (Barnosky et al.\ud 2011). We discuss here a recent model for mass extinctions (the\ud ‘‘Perfect Storm Model’’), based on the idea that these\ud macroevolutionary patterns could be produced by a mix of\ud three main simultaneous causes and conditions
Considering the properties of mirror neurons (MNs) in terms of development and phylogeny, we offer a novel, unifying, and testable account of their evolution according to the available data and try to unify apparently discordant research, including the plasticity of MNs during development, their adaptive value and their phylogenetic relationships and continuity. We hypothesize that the MN system reflects a set of interrelated traits, each with an independent natural history due to unique selective pressures, and propose that there are at least three evolutionarily significant trends that gave raise to three subtypes: hand visuomotor, mouth visuomotor, and audio–vocal. Specifically, we put forward a mosaic evolution hypothesis, which posits that different types of MNs may have evolved at different rates within and among species. This evolutionary hypothesis represents an alternative to both adaptationist and associative models. Finally, the review offers a strong heuristic potential in predicting the circumstances under which specific variations and properties of MNs are expected. Such predictive value is critical to test new hypotheses about MN activity and its plastic changes, depending on the species, the neuroanatomical substrates, and the ecological niche.
Background Investigations of evolution knowledge and acceptance and their relation are central to evolution education research. Ambiguous results in this field of study demonstrate a variety of measuring issues, for instance differently theorized constructs, or a lack of standardized methods, especially for cross-country comparisons. In particular, meaningful comparisons across European countries, with their varying cultural backgrounds and education systems, are rare, often include only few countries, and lack standardization. To address these deficits, we conducted a standardized European survey, on 9200 first-year university students in 26 European countries utilizing a validated, comprehensive questionnaire, the “Evolution Education Questionnaire”, to assess evolution acceptance and knowledge, as well as influencing factors on evolution acceptance. Results We found that, despite European countries’ different cultural backgrounds and education systems, European first-year university students generally accept evolution. At the same time, they lack substantial knowledge about it, even if they are enrolled in a biology-related study program. Additionally, we developed a multilevel-model that determines religious faith as the main influencing factor in accepting evolution. According to our model, knowledge about evolution and interest in biological topics also increase acceptance of evolution, but to a much lesser extent than religious faith. The effect of age and sex, as well as the country’s affiliation, students’ denomination, and whether or not a student is enrolled in a biology-related university program, is negligible. Conclusions Our findings indicate that, despite all their differences, most of the European education systems for upper secondary education lead to acceptance of evolution at least in university students. It appears that, at least in this sample, the differences in knowledge between countries reflect neither the extent to which school curricula cover evolutionary biology nor the percentage of biology-related students in the country samples. Future studies should investigate the role of different European school curricula, identify particularly problematic or underrepresented evolutionary concepts in biology education, and analyze the role of religious faith when teaching evolution.
The Italian natural history museums are facing a critical situation, due to the progressive loss of scientific relevance, decreasing economic investments, and scarcity of personnel. This is extremely alarming, especially for ensuring the long-term preservation of the precious collections they host. Moreover, a commitment in fieldwork to increase scientific collections and concurrent taxonomic research are rarely considered priorities, while most of the activities are addressed to public events with political payoffs, such as exhibits, didactic meetings, expositions, and talks. This is possibly due to the absence of a national museum that would have better steered research activities and overall concepts for collection management. We here propose that Italian natural history museums collaborate to instate a “metamuseum”, by establishing a reciprocal interaction network aimed at sharing budgetary and technical resources, which would assure better coordination of common long-term goals and scientific activities.
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