2017
DOI: 10.1080/09500693.2017.1373410
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The relationship between biology teachers’ understanding of the nature of science and the understanding and acceptance of the theory of evolution

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Cited by 33 publications
(17 citation statements)
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“…Correlation coefficients between evolutionary knowledge and acceptance of evolution as found in this study (light gray) and other published studies (dark gray) (Athanasiou & Papadopoulou, ; Athanasiou et al, 2012; Barnes et al, ; Cavallo & McCall, ; Cofré et al, ; Coleman et al, ; Deniz et al, ; Dunk et al, ; Gibson & Hoefnagels, ; Glaze et al, ; Graf & Soran, ; Gregory & Ellis, ; Großschedl et al, ; Ha et al, , ; Kim & Nehm, 2011; Mead et al, ; Nehm et al, ; Nadelson & Sinatra, ; Nadelson & Southerland, ; Peker et al, ; Rice et al, 2015; Romine et al, ; Rutledge & Warden, ; Sinatra et al, 2003; Trani, ), and correlations between statistical reasoning (Randomness and Probability test in the context of Evolution/Randomness and Probability test in the context of Mathematics [RaProEvo/RaProMath]) with acceptance of evolution (black). Numbers appearing more than once are indicating different cohorts or different instruments within a study.…”
Section: Resultssupporting
confidence: 80%
See 1 more Smart Citation
“…Correlation coefficients between evolutionary knowledge and acceptance of evolution as found in this study (light gray) and other published studies (dark gray) (Athanasiou & Papadopoulou, ; Athanasiou et al, 2012; Barnes et al, ; Cavallo & McCall, ; Cofré et al, ; Coleman et al, ; Deniz et al, ; Dunk et al, ; Gibson & Hoefnagels, ; Glaze et al, ; Graf & Soran, ; Gregory & Ellis, ; Großschedl et al, ; Ha et al, , ; Kim & Nehm, 2011; Mead et al, ; Nehm et al, ; Nadelson & Sinatra, ; Nadelson & Southerland, ; Peker et al, ; Rice et al, 2015; Romine et al, ; Rutledge & Warden, ; Sinatra et al, 2003; Trani, ), and correlations between statistical reasoning (Randomness and Probability test in the context of Evolution/Randomness and Probability test in the context of Mathematics [RaProEvo/RaProMath]) with acceptance of evolution (black). Numbers appearing more than once are indicating different cohorts or different instruments within a study.…”
Section: Resultssupporting
confidence: 80%
“…Over the past few decades, a large body of work has examined students' acceptance of evolution and its relationship to understanding evolution. However, a clear relationship between knowledge and acceptance remains elusive, with empirical research producing positive relationships (e.g., Barnes, Evans, Hazel, Brownell, & Nesse, ; Cofré, Cuevas, & Becerra, ; Deniz, Donnelly, & Yilmaz, ; Großschedl, Konnemann, & Basel, ; Ha, Baldwin, & Nehm, ; Kim & Nehm, ) as well as weak to minor associations (e.g., Cavallo & McCall, ; Coleman, Stears, & Dempster, ; Sinatra, Southerland, McConaughy, & Demastes, ). Many factors such as feeling of certainty (Ha, Haury, & Nehm, ), trust in science and scientists (Nadelson & Hardy, ), epistemological beliefs (Borgerding, Deniz, & Anderson, ), and educational attainment (Mazur, ) influence cognitive processing, which in turn impacts knowledge and acceptance of evolution.…”
Section: Introductionmentioning
confidence: 99%
“…The principal product of science is knowledge in the form of naturalistic concepts and the laws and theories related to those concepts" (see www.nsta.org/about/positions/natureofscience .aspx). Using this approach has generally proven effective in helping students increase both their understanding and acceptance of evolution (e.g., Cavallo and McCall, 2008;Cofré et al, 2017;Dunk et al, 2017). Thus, teaching an understanding of how science is conducted, and what it can and cannot explain, is an excellent starting point for increasing acceptance.…”
Section: Teaching That Evolution Rejection Is a Product Of Ignorancementioning
confidence: 99%
“…These strategies have been predicated upon finding which factors most greatly influence evolution acceptance. Many researchers have suggested potential factors as being influential, such as an understanding of the nature of science (Cavallo and McCall, 2008;Cofré et al, 2017;Dunk et al, 2017), student knowledge of evolutionary theory (Rissler et al, 2014;Glaze et al, 2015;Weisberg et al, 2018), reasoning ability (Lawson and Weser, 1990; Honey, 2015; although see Manwaring et al, 2018), and individual religiosity (Dagher and BouJaoude, 1997;Hill, 2014;Rissler et al, 2014). Research is mixed on the effectiveness of each of these approaches.…”
Section: Broader Connectionsmentioning
confidence: 99%
“…El estudio de Sinatra, Southerland, McConaughy y Demastes (2003) mostró igualmente que no había relación entre las creencias epistemológicas de los estudiantes y su aceptación de la teoría de la evolución o la teoría de la fotosíntesis. Asimismo, en un estudio con profesorado de biología chilenos, no se encontró ninguna relación entre la comprensión de la NdC y la comprensión y aceptación de la teoría de la evolución (Cofré et al 2017). No obstante, cabe remarcar que todos estos estudios, así como el presente, han adoptado la visión de consenso de la NdC (Lederman y Lederman, 2014), que se limita esencialmente a aspectos epistémicos de la NdC; por tanto, una visión más holística de la NdC, que incluya aspectos no-epistémicos (Acevedo-Díaz et al 2017;García-Carmona et al 2018), podría dar lugar a resultados diferentes.…”
Section: Discusión De Los Resultadosunclassified