Examining how preservice science teachers navigate simulated parent–teacher conversations on evolution and intelligent design

Abstract

Discussing the teaching of evolution with concerned parents is a challenge to any science teacher. Using the medical education pedagogy of standardized individuals within the field of teacher education, this article addresses how preservice science teachers elected to verbally interact with standardized parents who questioned the teaching of evolution and proposed alternative curricula. Analysis of video recordings of the simulated interactions yielded three primary themes connected to teachers' understandings of what "counts" as science, teachers' justifications for teaching evolution, and teachers' explanations of the impact of teaching evolution.

Examining the evolution education literature with a focus on teachers: major findings, goals for teacher preparation, and directions for future research

“…The teachers found the evolution standards to be useful, particularly to justify their teaching of evolution to administrators and parents. Similarly, six preservice teachers relied on their knowledge of the state curriculum to justify teaching evolution in simulated parent-teacher conferences (Dotger et al 2010). Other studies report that teachers are less likely to teach evolution if the state or national standards are not clear or leave evolution out (BouJaoude et al 2011;Goldston and Kyzer 2009).…”

“…State and national standards -For teachers in states and/or countries in which there are specific evolution standards, it can provide an important source of justification for teaching evolution (Donnelly and Boone 2007;Dotger et al 2010) Supporting documents -Teachers should become aware of other supporting documents such as position statements from professional organizations (for example, National Association of Biology Teachers and National Science Teachers Association), which provide strong rationales for teaching evolution…”

“…For example, when confronting someone who is upset or angry, it is important to maintain eye contact, keep a low tone of voice, clarify the person's concerns, and provide justifications in a confident manner (Brunner and Lewis 2007;Wellington 1999). It would be helpful for teachers to engage in role-plays of simulated parent-teacher conferences and other potential interactions in which they practice defending the teaching of evolution using these strategies (Dotger et al 2010). …”

From Worldviews to Classrooms: Framing Evolution Acceptance in Pre-Service Science Teachers in the Southeastern United States

“…While it is noted that many introductory level courses can contain evolution content, in this sample it represented a small fraction of formal instruction and was not covered in depth. Reconciliation of personal religious beliefs was a key coping mechanism for secondary pre-service science teachers that allowed them to accept parts of evolution, and with two participants' complete acceptance (Dotger, Dotger, & Tillotson, 2009;Sanders & Ngxola, 2009). This mirrored results recorded in a number of studies on religion and evolution (Meadows, Doster, & Jackson, 2000;Shipman et al, 2002;Trani, 2004).…”

Development and evaluation of a model for secondary evolution educators’ professional development needs

“…Teachers who do not accept evolution are less likely to teach it consistently in the classroom (Aguillard 1999;Berkman et al 2008;Trani 2004). Lastly, research has indicated that when teachers are aware of and possess positive attitudes toward state standards that include evolution, they are more likely to teach it and use the standards as a justification (Donnelly and Boone 2007;Dotger et al 2010).…”