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

Abstract

The theory of evolution is the fundamental backbone to the discipline of biology, yet many students possess misunderstandings. The teacher is the most important school-based factor in student learning, and therefore to improve students' understandings of evolution, we must better prepare teachers. The purpose of this paper is three-fold. First, we reviewed empirical research studies focused on K-12 teachers regarding evolution education from 1993 to 2011 with the purpose of identifying major themes of research and corresponding findings. Second, we used our understandings of current findings to inform the development and articulation of five goals for teacher preparation. Third, we discuss implications of this work for teacher preparation initiatives and directions of future research. We found that current evolution education research specific to K-12 teachers falls within four major themes, which collectively inform the development of five goals for preparing teachers to teach evolution. We argue that teachers should: (1) develop content knowledge of evolution; (2) develop understandings of the nature of science related to evolution; (3) develop acceptance of evolution as valid within science; (4) develop knowledge of and strategies for handling the public controversy; and (5) develop pedagogical content knowledge for teaching evolution. Based on our review, evolution courses and professional development initiatives for K-12 teachers should integrate the five goals, with more attention to teaching evolution in the classroom. Investigating the nature of teachers' acceptance of evolution and pedagogical content knowledge for teaching evolution are areas of research in need of continued pursuit.

The relative importance of religion and education on university students’ views of evolution in the Deep South and state science standards across the United States

“…What students are taught in high school influences their acceptance of evolution and what they believe should be taught to future generations in high school (Table 4). In a review of empirical research studies on K-12 teachers regarding evolution, Sickel and Friedrichsen (2013) show that there are profound misconceptions about evolution that color how teachers present the topic and how much time they devote to evolution. The factor most often associated with a rejection of evolution is strength of religious convictions (Losh and Nzekwe 2011a,b;Sickel and Friedrichsen 2013;Trani 2004).…”

“…In a review of empirical research studies on K-12 teachers regarding evolution, Sickel and Friedrichsen (2013) show that there are profound misconceptions about evolution that color how teachers present the topic and how much time they devote to evolution. The factor most often associated with a rejection of evolution is strength of religious convictions (Losh and Nzekwe 2011a,b;Sickel and Friedrichsen 2013;Trani 2004). For example, a recent study of women (n = 375 females) in teacher education courses found that 93% who view the Bible as the literal word of God also reject evolution, while 80% of those that view the Bible as a book of legends accept evolution (Levesque and Guillaume 2010).…”

Distinguishing Science from Non-Science: Preservice Elementary Teachers’ Perspectives on Evolution, Creationism, and Intelligent Design

“…First, teachers will present evolution as "just a theory" (Asghar et al, 2007;Berkman & Plutzer, 2015;Miller, 2008), implying that theories are less robust than other scientific knowledge. Second, even more troubling is the willingness some teachers have to include non-scientific explanations alongside evolutionary theory (Berkman & Plutzer, 2011;Blank & Anderson, 1997;Sickel & Friedrichsen, 2013).…”

“…These PSTs completed a course that successfully incorporated instruction that emphasized NOS as suggested by the literature (Bloom & Weinburgh, 2007;Lombrozo et al, 2008;Sickel & Friedrichsen, 2013). Yet, our results seem to suggest that despite being exposed to this type of instruction, their understandings of science may not develop sufficiently to make informed decisions about specific, socioscientific issues.…”

“…It is known that as teachers' acceptance and knowledge of evolution increased, they spent more time teaching evolution (Carlesen, 1991;Rutledge & Warden, 1999;Tatina, 1989). Science educators recommend NOS instruction as a vehicle to developing deeper understanding of evolution (Bloom & Weinburgh, 2007;Sickel & Friedrichsen, 2013). Sinatra, Southerland, McConaughy, and Demastes (2003) suggest that incorporating NOS instruction with evolution instruction could alleviate some of the aforementioned concerns that teachers face when teaching evolution.…”