Managing the Conflict Between Evolution &amp; Religion

Meadows, Lee; Doster, Elizabeth C.; Jackson, David

doi:10.1662/0002-7685(2000)062[0102:mtcber]2.0.co;2

Cited by 66 publications

(70 citation statements)

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“…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). Those participants who were able to approach evolution with an open mind and use their reasoning skills to negotiate conflicts with their beliefs and scientific understandings were more likely to accept evolution (Griffith & Brem, 2004).…”

Section: Resultssupporting

confidence: 70%

“…Studies by Goldston and Kyzer (2009) and Meadows, Doster, and Jackson (2000) found that teacher acceptance played a role in what would be taught in that teacher's classroom. This finding was paralleled by pre-service secondary science teachers in this study who were already thinking of how their own ideas about evolution and those that would come to light with their future students.…”

Section: Resultsmentioning

confidence: 99%

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

Glaze

2018

ger

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Section: Resultssupporting

confidence: 70%

Section: Resultsmentioning

confidence: 99%

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

Glaze

2018

ger

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“…However, teachers with moderate convictions often accept some evolutionary topics while rejecting others. Teachers who feel some conflict between their religious beliefs and evolution tend to accept the mechanisms of evolution, but believe there is an ultimate creator or greater purpose to the process (Dodick et al 2010;Goldston and Kyzer 2009;Meadows et al 2000;Winslow et al 2011). Tomczyk and Bugajak (2009) found that 80% of Polish teachers who believed in an ultimate aim of evolution saw no conflict between religion and evolution because they could reconcile evolution within their teleological viewpoints.…”

Section: Factors Associated With Acceptancementioning

confidence: 99%

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

Sickel

Friedrichsen

2013

Evo Edu Outreach

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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.

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“…When students hold such perspectives and "tune out" to evolution-related instruction, they are more likely to continue to reject the scientific view. This perspective suggests that students' affective stance toward evolution must be addressed prior to or concurrently with instruction to have success (Cobern 2004;Jackson 2000;Meadows et al 2000;Scharmann 1990;Smith 1994;Smith and Siegel 2004). …”

Section: Acceptance and Knowledge Of Evolutionmentioning

confidence: 99%

Examining the Interaction of Acceptance and Understanding: How Does the Relationship Change with a Focus on Macroevolution?

Nadelson

Southerland

2010

Evo Edu Outreach

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The goal of this research was to illuminate the relationship between students' acceptance and understanding of macroevolution. Our research questions were: (1) Is there a relationship between knowledge of macroevolution and acceptance of the theory of evolution?; (2) Is there a relationship between the amount of college level biology course work and acceptance of evolutionary theory and knowledge of macroevolution?; and (3) Can college student acceptance of the theory of evolution and knowledge of macroevolution change over the course of a semester? The research participants included 667 students from a firstsemester biology course and 74 students from the evolutionary biology course. Data were collected using both the MATE (a measure of the acceptance of evolutionary theory) and the MUM (a measure of understanding of macroevolution). Pre-instruction data were obtained for the introductory biology course, and pre-and post-data were obtained for the evolutionary biology course. Analysis revealed acceptance of evolution (as measured by the MATE) was correlated to understanding of macroevolution, and the number of biology courses was significantly correlated to acceptance and knowledge of macroevolution. Finally, there was a statistically significant change in students' understanding of macroevolution and acceptance of evolution after the one-semester evolutionary biology course. Significance of these findings is discussed.

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Managing the Conflict Between Evolution & Religion

Cited by 66 publications

References 1 publication

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

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

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

Examining the Interaction of Acceptance and Understanding: How Does the Relationship Change with a Focus on Macroevolution?

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