U.S. Science Teaching and Learning of Evolution: A Critical Review of the Literature 2000-2014

Abstract

This critical analysis examined research on evolution in the United States between the years 2000-2014, spanning early classroom implementation of the National Science Education Standards to current research findings. First, we sought to understand how the research literature published between 2000 and 2014 contributed to knowledge of evolution education as well as areas required to further illuminate our understanding of evolutionary acceptance and rejection. Two hundred thirteen studies were reviewed using identified criteria that included the approach to teaching, attitudes and perceptions, religiosity, and proposed teaching methods, with particular emphasis on evolution teaching and learning. Following multiple rounds of article examination, seven general directions appear to be present in evolution education research: (1) approach to evolution in the classroom; (2) knowledge, understanding, and acceptance of evolution; (3) attitudes and perceptions of evolution; (4) factors impacting the teaching and learning of evolution; (5) evolution conflict and coping strategies; (6) evolution and religiosity; and (7) proposed evolution teaching method, courses, and assessment. The analysis pointed to four areas in need of further exploration: (1) elaboration on how worldview affects acceptance; (2) exploration of specific factors (intrinsic and extrinsic) that influence the acceptance of evolution; (3) examination of experiences to define these factors, especially among preservice teachers; and (4) exploration of evolution acceptance across geographical regions of the United States.

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). …”

Biological Principles and Threshold Concepts for Understanding Natural Selection

“…In a recent meta-analysis of literature published between 2000 and 2014, Glaze and Goldstone (2015) identified the following seven general orientations in evolution education research: (1) approaches to evolution in the classroom; (2) knowledge, understanding, and acceptance of evolution; (3) attitudes and perceptions of evolution;( 4) factors impacting the teaching and learning of evolution; (5) evolution conflicts and coping strategies; (6) evolution and religiosity; (7) evolution teaching methods, courses, and assessment. This clearly indicates that teaching evolution has many facets.…”

Teaching and Learning Science in the 21st Century: Challenging Critical Assumptions in Post-Secondary Science

“…Studies in science education in the last decade reveal patterns in the teaching and learning of evolution and science in higher education settings including low levels of acceptance of evolution in the general public and among science students, lacking content knowledge even in biology majors, struggles to understand how scientific knowledge is generated, and surprising absence of knowledge to acceptance correlations [15][16][17]. One element identified as a key predictor of acceptance of evolution among these students is an increased understanding of the NOS, including the fundamental epistemology of science as a practice [16]. Nature of science (NOS) refers to a collection of premises that explain what science is, how scientific knowledge is generated, and characteristics of scientific thinking [18].…”