Feeling of certainty: Uncovering a missing link between knowledge and acceptance of evolution

Abstract

We propose a new model of the factors influencing acceptance of evolutionary theory that highlights a novel variable unexplored in previous studies: the feeling of certainty (FOC). The model is grounded in an emerging understanding of brain function that acknowledges the contributions of intuitive cognitions in making decisions, such as whether or not to accept a particular theoretical explanation of events. Specifically, we examine the relationships among religious identity, level of education, level of knowledge, FOC, and level of evolutionary acceptance to test whether our proposed model accurately predicts hypothesized pathways. We employ widely used measures-the CINS, MATE, and ORI-in addition to new variables in multiple regression and path analyses in order to test the interrelationships among FOC and acceptance of evolutionary theory. We explore these relationships using a sample of 124 pre-service biology teachers found to display comparable knowledge and belief levels as reported in previous studies on this topic. All of our hypothesis tests corroborated the idea that FOC plays a moderating role in relationships among evolutionary knowledge and beliefs. Educational research into acceptance of evolutionary theory will likely benefit from increased attention to non-conscious intuitive cognitions that give rise to feeling of knowing or certainty. ß 2011 Wiley Periodicals, Inc. J Res Sci Teach 49: 2012

Teleological reasoning, not acceptance of evolution, impacts students’ ability to learn natural selection

“…For instance, the measure of acceptance of evolutionary theory (MATE) (Rutledge and Warden 1999) is widely used to measure acceptance (Akyol et al 2012;Barone et al 2014;Carter and Wiles 2014;Ha et al 2012), however, many items on this scale conflate acceptance with understanding (Glaze and Goldston 2015;Smith 2009). …”

Gifted students’ perceptions of their acceptance of evolution, changes in acceptance, and factors involved therein

“…This is a difficult task, and not without substantial conceptual and methodological obstacles, as Ha et al (2012) have shown that students have difficulty with tracings of their thinking and reasoning processes and may not be metacognitively aware of the origins of their thoughts and beliefs. With this cautionary note in mind, however, it is nonetheless important to ask students with varying positions on evolution, especially those who may have recently changed or may be in the process of changing their minds regarding evolution, which factors they perceive to influence their thinking.…”

“…Smith (1994) posits that the distinction between belief (when meaning subjective and based on personal conviction) and acceptance (when meaning a systematic evaluation of the evidence) is a crucial aspect of understanding the nature of scientific knowledge. Ha et al (2012) agree with such careful and deliberate use of language in science classrooms, but they posited that it is more important to help students understand the "multiple meanings and applications" (p. 99) of words, especially in the context of science. In a very well-reasoned discussion, Ha et al (2012) introduced a new concept in this discussion, the Feeling of Certainty (FOC), which they characterize as representing a cluster of related mental states that "emerges involuntarily without prior, conscious cognition…in association with conscious thoughts" (p. 98).…”

“…Ha et al (2012) agree with such careful and deliberate use of language in science classrooms, but they posited that it is more important to help students understand the "multiple meanings and applications" (p. 99) of words, especially in the context of science. In a very well-reasoned discussion, Ha et al (2012) introduced a new concept in this discussion, the Feeling of Certainty (FOC), which they characterize as representing a cluster of related mental states that "emerges involuntarily without prior, conscious cognition…in association with conscious thoughts" (p. 98). Sinatra et al (2003) warned that the use of "belief" in the context of science education research, especially around the topic of evolution, "has the potential for blurring the distinctions between scientific knowledge and religious belief" (p. 512).…”

Cognitive Apartheid: On the Manner in Which High School Students Understand Evolution without Believing in Evolution

“…Ha, Haury and Nehm (2012) stated that "believing, knowing and accepting are intimately related terms, all having a form of belief as a component" (p. 97). Cobern (1996) stated that knowing is the metaphysical process by which one accepts a comprehended concept as true or valid.…”