Pre-service biology teachers’ acceptance of evolutionary theory and their preference for its teaching

Großschedl, Jörg; Konnemann, Christiane; Basel, Nicolai

doi:10.1186/s12052-014-0018-z

Cited by 37 publications

(62 citation statements)

References 69 publications

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“…Precisely, attractiveness is aspect of genetics where atheists had a more positive attitudes to genetics then non atheists. Another similar result was possible to find in the study of Grosschedl, Konnemann & Basel (2014) or Siani & Assaraf (2015). Also Allum et al (2014) they found out that Catholics, as well as those who attend church often, were less likely to support the genetic testing of unborn babies.…”

Section: Discussionsupporting

confidence: 63%

Perception of Genetics by Using of Semantic Differential at High School Students: Preliminary Results

Vlčková¹,

Kubiatko²

2017

EURASIA J MATH SCI T

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Genetics is one of the very quickly developing disciplines and it influences all living people. Attitudes and perception of this field of science can influence motivation to studying genetics and it can create current or future participation in this topic. The main aim was to find out what high school students perceptions were of genetics by the using of semantic differential. The sample size was created by 102 students. The research tool was semantic differential included 20 seven points' pairs of adjectives. Data was analysed by the methods descriptive (mean score), inferential (analysis of variance) and also multidimensional statistics (factor analysis). The perception of genetics is slightly positive and in the conclusion are suggested the proposals of further research.

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Section: Discussionsupporting

confidence: 63%

Perception of Genetics by Using of Semantic Differential at High School Students: Preliminary Results

Vlčková¹,

Kubiatko²

2017

EURASIA J MATH SCI T

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“…A second limitation is that the study did not explore two important aspects of teacher evolution education that have significant downstream effects on student learning: (1) teachers' preferences for teaching evolution (e.g., Nehm and Schonfeld 2007;Griffith and Brem 2004) and (2) teachers' pedagogical content knowledge (e.g., Asghar et al 2007;Großschedl et al 2014). As Sickel and Friedrichsen (2013) have noted, handling controversy and being able to effectively teach evolutionary ideas are central features of effective teacher education programs.…”

Section: Study Limitations and Future Research Directionsmentioning

confidence: 99%

The Long-Term Impacts of Short-Term Professional Development: Science Teachers and Evolution

Baldwin

Nehm

2015

Evo Edu Outreach

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Background: Although a large body of work in science education has established the pervasive problem of science teachers' alternative conceptions about evolution, knowledge deficits, and anti-evolutionary attitudes, only a handful of interventions have explored the mitigation of these issues using professional development (PD) workshops, and not a single study to our knowledge has investigated if positive outcomes are sustained long after program completion. The central aim of our study was to investigate the long-term consequences of an intensive, short-term professional development program on teachers' knowledge of evolution, acceptance of evolution, and knowledge of the nature of science (NOS).Methods: Program efficacy was examined using a pre-post, delayed post-test design linked to quantitative measures of teacher knowledge, performance (explanatory competence), and acceptance using published instruments shown to generate reliable and valid inferences. Results:Our study is the first to report sustained large effect sizes for both knowledge of evolution, NOS, and acceptance change ~1.5 years after program completion. Concordant with other measures, teacher self-reports indicated that the PD program had lasting effects. Conclusions:Our study suggests that short-term PD built using specific research-based principles can have lasting impacts on teachers' evolutionary knowledge and acceptance. Because evidence of sustained knowledge and belief change is prerequisite to downstream classroom studies (e.g., impacts on student learning), retention of evolutionary knowledge improvements and acceptance change emerge as central, but previously unstudied, components of teacher evolution PD.

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“…10 Although the level of acceptance of evolution theory is generally higher in Western Europe than in the USA, special creationist ideas are widespread. 11 More Protestants who belong to non-mainstream denominations, as well as conservative Muslims, accept the theory of special creation compared with any other religious groups. This means they believe God created all living things and that no changes have occurred since creation 12,13 (see Table 2 for percentages of people who hold this belief).…”

Section: Introductionmentioning

confidence: 99%

Creationist and evolutionist views of South African teachers with different religious affiliations

Stears¹,

Clément²,

Arthur³

et al. 2016

S. Afr. J. Sci.

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HOW TO CITE:Stears M, Clément P, James A, Dempster E. Creationist and evolutionist views of South African teachers with different religious affiliations. S Afr J Sci. 2016;112(5/6), Art. #2015-0226, 10 pages. http://dx.doi.org/10. 17159/ sajs.2016/20150226 Concerns have been raised in the scientific community that many teachers do not accept evolution as a scientific, testable phenomenon, and this is evident in their teaching. The non-acceptance of evolution theory is often heavily influenced by religious groups that endeavour to eliminate evolution from the curriculum. In South Africa, the inclusion of evolution in the curriculum is a recent event. This study focused on teachers' views of evolution in relation to their religious affiliations. A questionnaire was developed and was validated by the Biohead-Citizen Project, and was then administered to more than 300 South African teachers and student teachers. Equal numbers of pre-service and in-service teachers were sampled. The groups included equal numbers of biology, English, and generalist teachers at primary school level. The results showed differences between teachers from different religions with regard to their views of evolution. Among teachers who identified as agnostic or atheist, 17% held creationist views. Among teachers who identified as Protestant, other Christian, or Muslim, 70% held creationist views. This study also examined, for the first time, the views of teachers belonging to religions not included in previous research. Of these, only 25% of Hindus held creationist views. Fewer adherents of African Independent Churches held creationist views compared with teachers from traditional Protestant denominations; for example, only 30% of Zionist followers and 40% of Shembe followers held creationist views. This study adds important knowledge by including the views of teachers from religions not previously researched.

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Pre-service biology teachers’ acceptance of evolutionary theory and their preference for its teaching

Cited by 37 publications

References 69 publications

Perception of Genetics by Using of Semantic Differential at High School Students: Preliminary Results

Perception of Genetics by Using of Semantic Differential at High School Students: Preliminary Results

The Long-Term Impacts of Short-Term Professional Development: Science Teachers and Evolution

Creationist and evolutionist views of South African teachers with different religious affiliations

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