Using a Reconciliation Module Leads to Large Gains in Evolution Acceptance

Lindsay, J. A.; Arok, Adhieu; Bybee, Seth; Cho, Walter; Cordero, April Maskiewicz; Ferguson, Daniel; Galante, Leontine L.; Gill, Richard; Mann, Mark H.; Peck, Steven L.; Shively, Cassidy L.; Stark, M. J.; Stowers, Joshua A.; Tenneson, Michael; Tolman, Ethan R.; Wayment, Thomas A.; Jensen, Jamie L.

doi:10.1187/cbe.19-04-0080

Cited by 29 publications

(39 citation statements)

References 39 publications

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“…This study confirms prior research (Lindsay et al 2019 ) that a reconciliatory approach is an effective way of helping students come to accept evolution. Although the gains in evolution acceptance in the biology classroom were significantly higher than the gains in the theology classroom, this research shows that a theology classroom could be a viable setting for increasing student acceptance of evolutionary theory.…”

Section: Discussionsupporting

confidence: 91%

“…In this current study, both instructors implement one of the suggested ReCCEE practices, highlighting potential compatibility, and from this point forward will be labeled as a reconciliatory approach. Lindsay et al ( 2019 ) found that a reconciliatory approach accompanied by NOS instruction led to gains in evolution acceptance among undergraduates of several different Christian denominations. Surprisingly, even when instructors know that this approach can be effective, many still take an antagonistic view toward religion when teaching evolution (Barnes and Brownell 2016 ).…”

Section: The Influence Of Religiositymentioning

confidence: 99%

“…Prior research gives reason to believe that an intervention solely reliant on reducing conflict can be effective (e.g. Lindsay et al 2019 ; Manwaring et al 2015 ). Given the nature of a reconciliatory approach, we hypothesize that such a method would be effective in producing increased acceptance of evolutionary theory in both biology and theology classrooms.…”

Section: The Reconciliatory Approachmentioning

confidence: 99%

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Reconciling evolution: evidence from a biology and theology course

et al. 2020

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Background: Many individuals reject evolutionary theory due to a perceived conflict with their religious beliefs. To bridge this gap, educators have attempted different approaches including approaching evolution rejection as a consequence of deficit thinking and teaching students the nature of science (including the scientific process and peer review process as well as questions that science can and cannot answer).Teaching the nature of science has shown promising gains in the acceptance of evolution, although acceptance rates remain low. We propose a further approach: the use of a reconciliatory model designed to help students accept evolution within the framework of their religious beliefs. We tested this approach in both biology and theology classrooms at a Nazarene-affiliated university. Both professors approached the subject in a reconciliatory fashion. Results: This study found that by utilizing a reconciliatory approach, the students in both classrooms saw significant gains in evolution acceptance, with gains being greatest in the biology classroom. In addition, we saw no decrease in student religiosity. Conclusions: Implications of this are discussed. The results of this study confirm the effectiveness of a reconciliatory model, which opens several avenues for further research.

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Section: Discussionsupporting

confidence: 91%

Section: The Influence Of Religiositymentioning

confidence: 99%

Section: The Reconciliatory Approachmentioning

confidence: 99%

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Reconciling evolution: evidence from a biology and theology course

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“…As stated earlier, the predominant religion in Utah County is CJCLDS, with one of the Universities surveyed being affiliated with that church. Religion, and especially the religious views of Latter-Day Saints, has proven in the past to be an important factor in political stances, trust in science, and evolutionary acceptance (47,66,67).…”

Section: Differences Between Populationsmentioning

confidence: 99%

Using structural equation modeling to model compliance with COVID-19 related non-pharmaceutical interventions amongst university students in the United States

Shumway¹,

Hopper²,

Tolman³

et al. 2020

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The world is currently dealing with a devastating pandemic. Although growing COVID-19 case numbers, deaths, and hospitalizations are concerning, this spread is particularly alarming in the United States where polarizing opinions, changing policies, and misinformation abound. In particular, American college campuses have been a venue of rampant transmission, with concerning spillover into surrounding, more vulnerable, communities. We surveyed over 600 college students from across the United States and modeled predictors of compliance with non-pharmaceutical interventions. We identified concern with severity (p < .001), constitutional originalist ideology (p < .001), news exposure (p < .001) and religiosity (p < .05) as significant positive correlates with compliance, and general trust in science (p < .05) as a significant negative correlate. To determine how applicable nationwide modeling might be to individual local campuses we also administered this same survey to nearly 600 students at two large universities in Utah County. In this population, concern with severity was the only significant positive correlate with compliance (p < .001); Additionally, feelings of inconvenience was negatively correlated (p < .001). The effects of feelings of inconvenience, and news exposure were significantly different between populations (p < .001, p < .001). These results suggest that we should focus our efforts on increasing knowledge about the pandemic’s effects on our society and informing about constitutionality amongst college students. However, we also show that nationwide surveys and modeling are informative, but if campuses are to efficiently curb the spread of COVID-19 this coming semester, they would be best served to utilize data collected from their student populations as these might significantly differ from general consensus data.

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“…Instructors can reduce perceived conflicts between evolution and religion by providing specific examples that demonstrate compatibility between the two and weaken the false dichotomy between them. This practice is highly recommended in previous literature on evolution education [28,[33][34][35][36].…”

mentioning

confidence: 99%

“Let’s Talk about It”—Explicit Discussions as a Way to Reduce the Resistance of Religious Jewish Science Teachers to Learning and Teaching about Evolution: A Case Study

2020

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Acknowledging the diverse perceptions about science–religion relationships among learners who come from various religious environments may increase learners’ willingness to learn about evolution. This study is based on a zoology course designed for in-service teachers, which aimed to provide basic scientific knowledge about evolution using the Religious Cultural Competence in Evolution Education framework. The study explores whether learners who were resistant to evolution modify their attitudes and willingness to learn about it, and whether they develop respect toward learners who hold contradicting views. Using qualitative methods, the findings indicate that using the Religious Cultural Competence in Evolution Education framework increased some formerly “resistant” learners’ willingness to learn about evolution and include it in their own teaching, albeit in varying degrees and with various reservations. The learners appreciated the freedom to express their challenges concerning evolution learning or teaching and became more willing to respect opposing perspectives, even though not all the religious learners accepted evolution as an explanation for the development of organisms. This study has international implications for bridging the gap between science and religion, thus reducing resistance to learning and teaching about evolution.

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Using a Reconciliation Module Leads to Large Gains in Evolution Acceptance

Cited by 29 publications

References 39 publications

Reconciling evolution: evidence from a biology and theology course

Reconciling evolution: evidence from a biology and theology course

Using structural equation modeling to model compliance with COVID-19 related non-pharmaceutical interventions amongst university students in the United States

“Let’s Talk about It”—Explicit Discussions as a Way to Reduce the Resistance of Religious Jewish Science Teachers to Learning and Teaching about Evolution: A Case Study

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