1
|
Aptyka H, Großschedl J. Analyzing pre-service biology teachers’ intention to teach evolution using the theory of planned behavior. Evolution 2022; 15:16. [PMID: 36415648 PMCID: PMC9673228 DOI: 10.1186/s12052-022-00175-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2022] [Accepted: 10/25/2022] [Indexed: 11/19/2022]
Abstract
Background Even though evolution is the overarching principle that connects all areas of biology, a significant proportion of pre-service teachers do not intend to teach evolution, minimize the teaching of evolution, or teach alternative ideas in biology classes. To prevent adverse teaching practices and promote effective pre-service teacher education, we aimed to identify and analyze variables that foster or hinder their behavioral intentions to teach evolution. Method We adopted a behavioral psychology research perspective and developed a research model based on the theory of planned behavior to examine behavioral intentions for teaching evolution in biology classrooms. We extended the model with additional variables that have been delineated by teacher education research as essential determinants for the behavioral intention to teach evolution. We proposed several hypotheses suggesting that the attitude toward teaching evolution, subjective norms, perceived behavioral control, personal religious faith, perceived usefulness, and knowledge about evolution determine a person’s behavioral intention. We conducted a quantitative cross-sectional study in teacher education to test the hypotheses and surveyed N = 339 pre-service biology teachers using an online questionnaire. We analyzed the data using a two-stage structural equation model. Results We were able to confirm all proposed hypotheses. The most important results revealed that pre-service teachers’ knowledge about and perceived usefulness of evolution are only moderately pronounced. Moreover, the subjective norm is a predictor not only of behavioral intention but also of the attitude toward teaching evolution. The variable of perceived behavior control partly moderates the relationship between knowledge about evolution and behavioral intention. Additionally, perceived usefulness is an important and marginally stronger predictor of a person’s attitude than personal religious faith. Conclusion The extended model of the theory of planned behavior has highlighted the need for educational programs to increase knowledge about and the perceived usefulness of evolution even stronger. The findings delineated the effects of essential determinants on behavioral intentions and provided information about the necessary levers of teacher education. Supplementary Information The online version contains supplementary material available at 10.1186/s12052-022-00175-1.
Collapse
Affiliation(s)
- Helena Aptyka
- grid.6190.e0000 0000 8580 3777Institute for Biology Education, Faculty of Mathematics and Natural Sciences, University of Cologne, Herbert-Lewin-Straße 10, 50931 Cologne, Germany
| | - Jörg Großschedl
- grid.6190.e0000 0000 8580 3777Institute for Biology Education, Faculty of Mathematics and Natural Sciences, University of Cologne, Herbert-Lewin-Straße 10, 50931 Cologne, Germany
| |
Collapse
|
2
|
Demetrio GR, Jacobina UP, Barão KR. The Impact of Life Philosophy and Major Field of Study on Brazilian Students' Knowledge of Biological Evolution. SCIENCE & EDUCATION 2021; 32:19-36. [PMID: 34690434 PMCID: PMC8520115 DOI: 10.1007/s11191-021-00286-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 09/21/2021] [Indexed: 06/13/2023]
Abstract
UNLABELLED Evolutionary theory (ET) is the unifying theory of Life Sciences, but it is largely misunderstood and the target of dispute in many countries, mainly because of conflicts with religious beliefs. Brazil is a country with a culture that is deeply rooted belief in God. In this paper, we report a study in Brazil where we applied a 12-question questionnaire to understand the relationship among the major field of study and the self-declared religious and philosophical context on the knowledge of evolutionary theory by Brazilian freshmen. We answer the following questions: (1) Is there a difference in ET comprehension according to the major field of study? (2) Are religious and philosophical contexts related to the comprehension of ET? (3) Are major field of study and religious/philosophical contexts together related to the comprehension of ET by Brazilian freshmen? A total of 153 freshmen students answered our questionnaire. Students from the Biological Sciences fared better than students from most other major field of study but were equal to students of Humanities. The philosophical perception of life had a major correlation with their knowledge about evolution, with self-declared atheists and agnostics showing better performance than religious students. There were no clear trends in the interaction of major field of study and philosophy of life. We discuss these results in the light of the rising ideological activism in Brazilian society since philosophy of life was the main driver of evolutionary theory perception. We highlight the importance of scientists and teachers in reassuring the role of science and scientific knowledge in modern societies. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s11191-021-00286-z.
Collapse
Affiliation(s)
| | | | - Kim Ribeiro Barão
- Unidade Educacional Penedo, Universidade Federal de Alagoas, Penedo, AL Brazil
| |
Collapse
|
3
|
Adler GJ, Ortiz SE, Plutzer E, Mayrl D, Coley JS, Sager R. Religion at the Frontline: How Religion Influenced the Response of Local Government Officials to the COVID-19 Pandemic. SOCIOLOGY OF RELIGION 2021. [PMCID: PMC8499755 DOI: 10.1093/socrel/srab029] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/15/2023]
Abstract
Frontline officials (such as mayors and commissioners) are responsible for local-level responses to the COVID-19 pandemic across the United States. Their actions and attitudes, either in support of or opposition to public health recommendations, have resulted in widespread variation in local-level pandemic response. Despite evidence that religion significantly impacts the general public’s response to the pandemic, the influence of religion on officials’ behaviors and attitudes is unknown. Using a unique, two-wave, representative survey of frontline officials, we examine how religion influenced officials’ reported personal health behaviors (mask wearing, social distancing) and attitudes toward institutional reopenings. Results show high levels of compliance with public health recommendations, but religious nationalism negatively influences all outcomes. Other religious factors, like affiliation and attendance, vary in their influence and even work differently among officials compared to the general public. Frontline officials are key for understanding how religion influences the pandemic and state action more generally.
Collapse
Affiliation(s)
- Gary J Adler
- Pennsylvania State University, USA
- Direct correspondence to Gary J. Adler, Jr., 514 Oswald Tower, Department of Sociology and Criminology, Pennsylvania State University, University Park, PA 16802, USA. E-mail:
| | | | | | | | | | | |
Collapse
|
4
|
Climate Change Education: Mapping the Nature of Climate Change, the Content Knowledge and Examination of Enactment in Upper Secondary Victorian Curriculum. SUSTAINABILITY 2020. [DOI: 10.3390/su12020591] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Climate change (CC) is widely accepted as the major threat of our time, posing unprecedented challenges to humanity. Yet very little is known regarding the ways in which upper-secondary curricula address the need to educate about this crisis. This study contributes to the field of CC education theoretically and empirically. From the theoretical perspective, the study contributes two CC conceptualisation frameworks: a characterisation of the nature of CC, and a mapping of the scope of CC content knowledge. The empirical contribution consists of examining CC education implementation within upper-secondary curriculum in the state of Victoria, Australia. Specifically we examined the CC conceptualisation and the scope of content present in the Victorian Certificate of Education (VCE) study designs. A total of 10 out of 94 study designs qualified for examination through referencing CC. The findings suggest that none of the study designs present a complete conceptualisation of the nature of CC. Common conceptualisations within the study designs perceive CC as a cause or an outcome, a problem of management, or of technological efficiency. CC content within the study designs is limited, and presents misconceptions, including the assumption that CC is a natural change caused by astronomical and solar systems. A cross-curriculum integration approach within the study designs is found to be ineffective. We conclude that CC presents a paradigm shift which brings about the new discipline of CC. There is a need for curricula reforms to address and incorporate CC as a coherent body of knowledge.
Collapse
|
5
|
Camci Erdogan S. How Do Prospective Elementary and Gifted Education Teachers of Gifted Students Perceive Scientists and Distinguish Science from Pseudoscience? JOURNAL OF EDUCATION IN SCIENCE, ENVIRONMENT AND HEALTH 2019. [DOI: 10.21891/jeseh.487304] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
|
6
|
Stroope S, Tom JC. In-home firearm access among US adolescents and the role of religious subculture: Results from a nationally representative study. SOCIAL SCIENCE RESEARCH 2017; 67:147-159. [PMID: 28888283 DOI: 10.1016/j.ssresearch.2017.06.001] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/02/2016] [Revised: 04/23/2017] [Accepted: 06/02/2017] [Indexed: 06/07/2023]
Abstract
Religious participation is linked to numerous positive safety outcomes for adolescents. Scant attention, however, has been paid to associations between religious participation and safety risks among adolescents. Using data from Add Health (N = 18,449), a nationally representative school-based sample of US adolescents, this study examines the relationship between adolescents' religious affiliation and easy access to firearms at home. Regression analyses adjust for complex sampling design and compare easy firearm access at home among conservative Protestant adolescents to adolescent firearm access in other religious traditions. Conservative Protestant adolescents have a substantially greater likelihood of easy access to a gun at home compared to adolescents of all other major religious traditions in the United States. Recognizing differences in adolescent firearm access between subcultural groups can help public health interventions more effectively identify and address the needs of vulnerable populations. The paper's conclusion considers suggestions for effective policy and programmatic initiatives.
Collapse
Affiliation(s)
- Samuel Stroope
- Department of Sociology, Louisiana State University, Baton Rouge, LA, United States.
| | - Joshua C Tom
- Department of Sociology, Seattle Pacific University, Seattle, WA, United States; Institute for Advanced Studies in Culture, University of Virginia, Charlottesville, VA, United States
| |
Collapse
|
7
|
Mead R, Hejmadi M, Hurst LD. Teaching genetics prior to teaching evolution improves evolution understanding but not acceptance. PLoS Biol 2017; 15:e2002255. [PMID: 28542179 PMCID: PMC5441579 DOI: 10.1371/journal.pbio.2002255] [Citation(s) in RCA: 31] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2017] [Accepted: 04/11/2017] [Indexed: 11/29/2022] Open
Abstract
What is the best way to teach evolution? As microevolution may be configured as a branch of genetics, it being a short conceptual leap from understanding the concepts of mutation and alleles (i.e., genetics) to allele frequency change (i.e., evolution), we hypothesised that learning genetics prior to evolution might improve student understanding of evolution. In the UK, genetics and evolution are typically taught to 14- to 16-y-old secondary school students as separate topics with few links, in no particular order and sometimes with a large time span between. Here, then, we report the results of a large trial into teaching order of evolution and genetics. We modified extant questionnaires to ascertain students’ understanding of evolution and genetics along with acceptance of evolution. Students were assessed prior to teaching, immediately post teaching and again after several months. Teachers were not instructed what to teach, just to teach in a given order. Regardless of order, teaching increased understanding and acceptance, with robust signs of longer-term retention. Importantly, teaching genetics before teaching evolution has a significant (p < 0.001) impact on improving evolution understanding by 7% in questionnaire scores beyond the increase seen for those taught in the inverse order. For lower ability students, an improvement in evolution understanding was seen only if genetics was taught first. Teaching genetics first additionally had positive effects on genetics understanding, by increasing knowledge. These results suggest a simple, minimally disruptive, zero-cost intervention to improve evolution understanding: teach genetics first. This same alteration does not, however, result in a significantly increased acceptance of evolution, which reflects a weak correlation between knowledge and acceptance of evolution. Qualitative focus group data highlights the role of authority figures in determination of acceptance. What is the best way to teach evolution? We hypothesised that if students know the fundamental concepts of genetics, then this might help them understand evolution better. To evaluate this, we performed a large trial in which pupils in United Kingdom secondary schools were either taught genetics and then evolution or evolution and then genetics. We found that the students being taught genetics first had a 5%–10% improvement in their understanding of evolution, above that shown in the group taught evolution first. The change was seen in both higher- and foundation-ability classes. Indeed, in the foundation classes the genetics-first approach was the only approach that enabled an increase in evolution understanding. Teaching genetics first comes at no cost to genetics understanding (and may even improve it). However, the genetics-first approach was no different from the evolution-first approach in helping the acceptance of evolution. Qualitative follow-up studies indicated a major role for authority figures in determining acceptance, potentially explaining the weak correlation between understanding and acceptance. These results suggest a simple, minimally disruptive, zero-cost intervention to improve evolution understanding: teach genetics first.
Collapse
Affiliation(s)
- Rebecca Mead
- The Milner Centre for Evolution, Department of Biology and Biochemistry, University of Bath, Bath, England
| | - Momna Hejmadi
- The Milner Centre for Evolution, Department of Biology and Biochemistry, University of Bath, Bath, England
| | - Laurence D. Hurst
- The Milner Centre for Evolution, Department of Biology and Biochemistry, University of Bath, Bath, England
- * E-mail:
| |
Collapse
|
8
|
Burmeister AR, Smith JJ. Evolution across the Curriculum: Microbiology. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2016; 17:252-260. [PMID: 27158306 PMCID: PMC4858361 DOI: 10.1128/jmbe.v17i2.988] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
An integrated understanding of microbiology and evolutionary biology is essential for students pursuing careers in microbiology and healthcare fields. In this Perspective, we discuss the usefulness of evolutionary concepts and an overall evolutionary framework for students enrolled in microbiology courses. Further, we propose a set of learning goals for students studying microbial evolution concepts. We then describe some barriers to microbial evolution teaching and learning and encourage the continued incorporation of evidence-based teaching practices into microbiology courses at all levels. Next, we review the current status of microbial evolution assessment tools and describe some education resources available for teaching microbial evolution. Successful microbial evolution education will require that evolution be taught across the undergraduate biology curriculum, with a continued focus on applications and applied careers, while aligning with national biology education reform initiatives. Journal of Microbiology & Biology Education.
Collapse
Affiliation(s)
- Alita R. Burmeister
- Department of Microbiology and Molecular Genetics, Michigan State University, East Lansing, MI 48824
- Program in Ecology, Evolutionary Biology, and Behavior, Michigan State University, East Lansing, MI 48824
- BEACON Center for the Study of Evolution in Action, Michigan State University, East Lansing, MI 48824
| | - James J. Smith
- Program in Ecology, Evolutionary Biology, and Behavior, Michigan State University, East Lansing, MI 48824
- BEACON Center for the Study of Evolution in Action, Michigan State University, East Lansing, MI 48824
- Lyman Briggs College, Michigan State University, East Lansing, MI 48825
- Department of Entomology, Michigan State University, East Lansing, MI 48824
- Department of Integrative Biology, Michigan State University, East Lansing, MI 48824
| |
Collapse
|
9
|
Pobiner B. Accepting, understanding, teaching, and learning (human) evolution: Obstacles and opportunities. AMERICAN JOURNAL OF PHYSICAL ANTHROPOLOGY 2016; 159:S232-74. [DOI: 10.1002/ajpa.22910] [Citation(s) in RCA: 52] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Briana Pobiner
- Human Origins Program, Department of Anthropology, National Museum of Natural History; Smithsonian Institution; Washington DC 20560-0112
| |
Collapse
|
10
|
Hidaka BH, Asghar A, Aktipis CA, Nesse RM, Wolpaw TM, Skursky NK, Bennett KJ, Beyrouty MW, Schwartz MD. The status of evolutionary medicine education in North American medical schools. BMC MEDICAL EDUCATION 2015; 15:38. [PMID: 25884843 PMCID: PMC4355969 DOI: 10.1186/s12909-015-0322-5] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/26/2014] [Accepted: 02/20/2015] [Indexed: 06/04/2023]
Abstract
BACKGROUND Medical and public health scientists are using evolution to devise new strategies to solve major health problems. But based on a 2003 survey, medical curricula may not adequately prepare physicians to evaluate and extend these advances. This study assessed the change in coverage of evolution in North American medical schools since 2003 and identified opportunities for enriching medical education. METHODS In 2013, curriculum deans for all North American medical schools were invited to rate curricular coverage and perceived importance of 12 core principles, the extent of anticipated controversy from adding evolution, and the usefulness of 13 teaching resources. Differences between schools were assessed by Pearson's chi-square test, Student's t-test, and Spearman's correlation. Open-ended questions sought insight into perceived barriers and benefits. RESULTS Despite repeated follow-up, 60 schools (39%) responded to the survey. There was no evidence of sample bias. The three evolutionary principles rated most important were antibiotic resistance, environmental mismatch, and somatic selection in cancer. While importance and coverage of principles were correlated (r = 0.76, P < 0.01), coverage (at least moderate) lagged behind importance (at least moderate) by an average of 21% (SD = 6%). Compared to 2003, a range of evolutionary principles were covered by 4 to 74% more schools. Nearly half (48%) of responders anticipated igniting controversy at their medical school if they added evolution to their curriculum. The teaching resources ranked most useful were model test questions and answers, case studies, and model curricula for existing courses/rotations. Limited resources (faculty expertise) were cited as the major barrier to adding more evolution, but benefits included a deeper understanding and improved patient care. CONCLUSION North American medical schools have increased the evolution content in their curricula over the past decade. However, coverage is not commensurate with importance. At a few medical schools, anticipated controversy impedes teaching more evolution. Efforts to improve evolution education in medical schools should be directed toward boosting faculty expertise and crafting resources that can be easily integrated into existing curricula.
Collapse
Affiliation(s)
- Brandon H Hidaka
- University of Kansas Medical Center, 3901 W Rainbow Blvd, Kansas City, KS, 66160, USA.
| | - Anila Asghar
- McGill University, 3700 McTavish Street, Room 244, Montréal, Québec, H3A 1Y2, Canada.
| | - C Athena Aktipis
- Arizona State University, 411 North Central Avenue, Phoenix, AZ, 85004, USA.
| | - Randolph M Nesse
- Arizona State University, 411 North Central Avenue, Phoenix, AZ, 85004, USA.
| | - Terry M Wolpaw
- Penn State College of Medicine, 500 University Drive, Hershey, PA, 17033, USA.
| | - Nicole K Skursky
- New York University School of Medicine, 550 1st Ave, New York, NY, 10016, USA.
| | - Katelyn J Bennett
- New York University School of Medicine, 550 1st Ave, New York, NY, 10016, USA.
| | - Matthew W Beyrouty
- New York University School of Medicine, 550 1st Ave, New York, NY, 10016, USA.
| | - Mark D Schwartz
- New York University School of Medicine, 550 1st Ave, New York, NY, 10016, USA.
| |
Collapse
|
11
|
Defending Science Education. Bioscience 2013. [DOI: 10.1525/bio.2013.63.9.5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
|
12
|
Cabeza De Baca T, Jordan AC. To know is not to love: Cognitive and affective barriers toward the adoption of evolutionary theory. PERSONALITY AND INDIVIDUAL DIFFERENCES 2012. [DOI: 10.1016/j.paid.2012.05.015] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
|
13
|
Paz-Y-Miño-C G, Espinosa A. Educators of Prospective Teachers Hesitate to Embrace Evolution Due to Deficient Understanding of Science/Evolution and High Religiosity. Evolution 2012; 5:139-162. [PMID: 26949442 DOI: 10.1007/s12052-011-0383-9] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
Acceptance of evolution by educators of prospective teachers remains superficially studied despite their role in having mentored schoolteachers whose weak support of evolution is known. Here, we contrast the views of New England educators of prospective teachers (n=62; 87% Ph. D./doctorate holders in 32 specializations) with those of the general faculty (n=244; 93% Ph.D./doctorate holders in 40 disciplines), both members of 35 colleges and universities, and with college students (n=827; subsample of the 35 institutions) who were polled on: (1) the controversy evolution vs. creationism vs. intelligent design (ID), (2) their understanding of how science/evolution works, and (3) their religiosity. The educators held intermediate positions in respect to the general faculty and the students: 94% of the general faculty, 75% of the educators, and 63% of the students said they accepted evolution openly; and 82% of the general faculty, 71% of the educators, and 58% of the students thought that evolution is definitely true. Only 3% of the general faculty in comparison to 19% of the educators and 24% of the students thought that evolution and creationism are in harmony. Although 93% of the general faculty, educators, and students knew that evolution relies on common ancestry, 26% of the general faculty, 45% of the educators, and 35% of the students did not know that humans are apes. Remarkably, 15% of the general faculty, 32% of the educators, and 35% of the students believed, incorrectly, that the origin of the human mind cannot be explained by evolution; and 30% of the general faculty, 59% of the educators, and 75% of the students were Lamarckian (=believed in inheritance of acquired traits). For science education: 96% of the general faculty, 86% of the educators, and 71% of the students supported the exclusive teaching of evolution, while 4% of the general faculty, 14% of the educators, and 29% of the students favored equal time to evolution, creationism and ID; note that 92% of the general faculty, 82% of the educators, and 50% of the students perceived ID as either not scientific and proposed to counter evolution based on false claims or as religious doctrine consistent with creationism. The general faculty was the most knowledgeable about science/evolution and the least religious (science index, SI=2.49; evolution index, EI= 2.49; and religiosity index, RI=0.49); the educators reached lower science/evolution but higher religiosity indexes than the general faculty (SI=1.96, EI=1.96, and RI=0.83); and the students were the least knowledgeable about science/ evolution and the most religious (SI=1.80, EI=1.60, and RI=0.89). Understanding of science and evolution were inversely correlated with level of religiosity, and understanding of evolution increased with increasing science literacy. Interestingly, ≈36% of the general faculty, educators and students considered religion to be very important in their lives, and 17% of the general faculty, 34% of the educators, and 28% of the students said they prayed daily. Assessing the perception of evolution by educators of prospective teachers vs. the general faculty and the students of New England, one of the historically most progressive regions in the U.S., is crucial for determining the magnitude of the impact of creationism and ID on attitudes toward science, reason, and education in science.
Collapse
Affiliation(s)
- Guillermo Paz-Y-Miño-C
- Department of Biology, University of Massachusetts Dartmouth, 285 Old Westport Road, North Dartmouth, MA 02747-2300, USA
| | - Avelina Espinosa
- Department of Biology, Roger Williams University, One Old Ferry Road, Bristol, RI 02809, USA
| |
Collapse
|
14
|
SENTER P. Using creation science to demonstrate evolution 2: morphological continuity within Dinosauria. J Evol Biol 2011; 24:2197-216. [DOI: 10.1111/j.1420-9101.2011.02349.x] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
|
15
|
New England Faculty and College Students Differ in Their Views About Evolution, Creationism, Intelligent Design, and Religiosity. Evolution 2011; 4:323-342. [PMID: 26962385 DOI: 10.1007/s12052-010-0298-x] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
Public acceptance of evolution in Northeastern U.S. is the highest nationwide, only 59%. Here, we compare perspectives about evolution, creationism, intelligent design (ID), and religiosity between highly educated New England faculty (n=244; 90% Ph.D. holders in 40 disciplines at 35 colleges/universities) and college students from public secular (n=161), private secular (n=298), and religious (n=185) institutions: 94/3% of the faculty vs. 64/14% of the students admitted to accepting evolution openly and/or privately, and 82/18% of the faculty vs. 58/42% of the students thought that evolution is definitely true or probably true, respectively. Only 3% of the faculty vs. 23% of the students thought that evolution and creationism are in harmony. Although 92% of faculty and students thought that evolution relies on common ancestry, one in every four faculty and one in every three students did not know that humans are apes; 15% of the faculty vs. 34% of the students believed, incorrectly, that the origin of the human mind cannot be explained by evolution, and 30% of the faculty vs. 72% of the students was Lamarckian (believed in inheritance of acquired traits). Notably, 91% of the faculty was very concerned (64%) or somehow concerned (27%) about the controversy evolution vs creationism vs ID and its implications for science education: 96% of the faculty vs. 72% of the students supported the exclusive teaching of evolution while 4% of the faculty vs. 28% of the students favored equal time to evolution, creationism and ID; 92% of the faculty vs. 52% of the students perceived ID as not scientific and proposed to counter evolution or as doctrine consistent with creationism. Although ≈30% of both faculty and students considered religion to be very important in their lives, and ≈20% admitted to praying daily, the faculty was less religious (Religiosity Index faculty=0.5 and students=0.75) and, as expected, more knowledgeable about science (Science Index faculty=2.27 and students=1.60) and evolution (Evolution Index faculty=2.48 and students=1.65) than the students. Because attitudes toward evolution correlate (1) positively with understanding of science/evolution and (2) negatively with religiosity/political ideology, we conclude that science education combined with vigorous public debate should suffice to increase acceptance of naturalistic rationalism and decrease the negative impact of creationism and ID on society's evolution literacy.
Collapse
|
16
|
Tracy JL, Hart J, Martens JP. Death and science: the existential underpinnings of belief in intelligent design and discomfort with evolution. PLoS One 2011; 6:e17349. [PMID: 21479169 PMCID: PMC3068159 DOI: 10.1371/journal.pone.0017349] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/07/2010] [Accepted: 01/31/2011] [Indexed: 12/03/2022] Open
Abstract
The present research examined the psychological motives underlying widespread support for intelligent design theory (IDT), a purportedly scientific theory that lacks any scientific evidence; and antagonism toward evolutionary theory (ET), a theory supported by a large body of scientific evidence. We tested whether these attitudes are influenced by IDT's provision of an explanation of life's origins that better addresses existential concerns than ET. In four studies, existential threat (induced via reminders of participants' own mortality) increased acceptance of IDT and/or rejection of ET, regardless of participants' religion, religiosity, educational background, or preexisting attitude toward evolution. Effects were reversed by teaching participants that naturalism can be a source of existential meaning (Study 4), and among natural-science students for whom ET may already provide existential meaning (Study 5). These reversals suggest that the effect of heightened mortality awareness on attitudes toward ET and IDT is due to a desire to find greater meaning and purpose in science when existential threats are activated.
Collapse
Affiliation(s)
- Jessica L Tracy
- Department of Psychology, University of British Columbia, Vancouver, British Columbia, Canada.
| | | | | |
Collapse
|
17
|
Berkman MB, Plutzer E. Science education. Defeating creationism in the courtroom, but not in the classroom. Science 2011; 331:404-5. [PMID: 21273472 DOI: 10.1126/science.1198902] [Citation(s) in RCA: 89] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/02/2022]
Affiliation(s)
- Michael B Berkman
- Department of Political Science, The Pennsylvania State University, University Park, PA 16802, USA
| | | |
Collapse
|
18
|
Branch G, Scott EC, Rosenau J. Dispatches from the Evolution Wars: Shifting Tactics and Expanding Battlefields. Annu Rev Genomics Hum Genet 2010; 11:317-38. [DOI: 10.1146/annurev-genom-082509-141815] [Citation(s) in RCA: 25] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
Creationism continues to present a challenge to the teaching of evolution in the United States. With attempts to ban evolution education and to “balance” the teaching of evolution with creationism unavailing, creationists are increasingly favoring the approach of misrepresenting evolution as scientifically controversial. To understand the ongoing challenges facing evolution education in the United States, it is necessary to appreciate creationist actions at the different levels of educational governance—state legislatures, state boards of education, local boards of education, and finally the individual classroom—that serve as the battlegrounds for the evolution education wars. Scientists are in a unique position to defend the teaching of evolution, both by resisting creationist incursions as they occur and by helping to improve the teaching of evolution at both the precollege and college levels.
Collapse
Affiliation(s)
- Glenn Branch
- National Center for Science Education, Oakland, California 94609;, ,
| | - Eugenie C. Scott
- National Center for Science Education, Oakland, California 94609;, ,
| | - Joshua Rosenau
- National Center for Science Education, Oakland, California 94609;, ,
| |
Collapse
|
19
|
Senter P. Using creation science to demonstrate evolution: application of a creationist method for visualizing gaps in the fossil record to a phylogenetic study of coelurosaurian dinosaurs. J Evol Biol 2010; 23:1732-43. [PMID: 20561133 DOI: 10.1111/j.1420-9101.2010.02039.x] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
It is important to demonstrate evolutionary principles in such a way that they cannot be countered by creation science. One such way is to use creation science itself to demonstrate evolutionary principles. Some creation scientists use classic multidimensional scaling (CMDS) to quantify and visualize morphological gaps or continuity between taxa, accepting gaps as evidence of independent creation and accepting continuity as evidence of genetic relatedness. Here, I apply CMDS to a phylogenetic analysis of coelurosaurian dinosaurs and show that it reveals morphological continuity between Archaeopteryx, other early birds, and a wide range of nonavian coelurosaurs. Creation scientists who use CMDS must therefore accept that these animals are genetically related. Other uses of CMDS for evolutionary biologists include the identification of taxa with much missing evolutionary history and the tracing of the progressive filling of morphological gaps in the fossil record through successive years of discovery.
Collapse
Affiliation(s)
- P Senter
- Department of Natural Sciences, Fayetteville State University, Fayetteville, NC 28301, USA.
| |
Collapse
|
20
|
Paz-Y-Miño C G, Espinosa A. Acceptance of Evolution Increases with Student Academic Level: A Comparison Between a Secular and a Religious College. Evolution 2009; 2:655-675. [PMID: 22957109 DOI: 10.1007/s12052-009-0175-7] [Citation(s) in RCA: 14] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Acceptance of evolution among the general public, high schools, teachers, and scientists has been documented in the USA; little is known about college students' views on evolution; this population is relevant since it transits from a high-school/parent-protective environment to an independent role in societal decisions. Here we compare perspectives about evolution, creationism, and intelligent design (ID) between a secular (S) and a religious (R) college in the Northeastern USA. Interinstitutional comparisons showed that 64% (mean S + R) biology majors vs. 42/62% (S/R) nonmajors supported the exclusive teaching of evolution in science classes; 24/29% (S/R) biology majors vs. 26/38% (S/R) nonmajors perceived ID as both alternative to evolution and/or scientific theory about the origin of life; 76% (mean S + R) biology majors and nonmajors accepted evolutionary explanations about the origin of life; 86% (mean S + R) biology majors vs. 79% (mean S + R) nonmajors preferred science courses where human evolution is discussed; 76% (mean S+R) biology majors vs. 79% (mean S + R) nonmajors welcomed questions about evolution in exams and/or thought that such questions should always be in exams; and 66% (mean S + R) biology majors vs. 46% (mean S + R) nonmajors admitted they accept evolution openly and/or privately. Intrainstitutional comparisons showed that overall acceptance of evolution among biologists (S or R) increased gradually from the freshman to the senior year, due to exposure to upper-division courses with evolutionary content. College curricular/pedagogical reform should fortify evolution literacy at all education levels, particularly among nonbiologists.
Collapse
Affiliation(s)
- Guillermo Paz-Y-Miño C
- Department of Biology, University of Massachusetts Dartmouth, 285 Old Westport Road, North Dartmouth, MA 02747-2300, USA
| | | |
Collapse
|
21
|
Cotner S, Brooks DC, Moore R. Is the age of the Earth one of our "sorest troubles?" students' perceptions about deep time affect their acceptance of evolutionary theory. Evolution 2009; 64:858-64. [PMID: 20002163 DOI: 10.1111/j.1558-5646.2009.00911.x] [Citation(s) in RCA: 25] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Affiliation(s)
- Sehoya Cotner
- Biology Program, University of Minnesota, Minneapolis, Minnesota 55455, USA
| | | | | |
Collapse
|
22
|
Scotchmoor J, Thanukos A, Potter S. Improving the public understanding of science: New initiatives. AMERICAN JOURNAL OF BOTANY 2009; 96:1760-1766. [PMID: 21622296 DOI: 10.3732/ajb.0900014] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
Abstract
The United States may be on the brink of losing its global edge in science. Many American students are underprepared for and uninterested in the scientific and technical careers they may be asked to take on. Furthermore, these students, their teachers, and the broader public lack basic understandings of what science is and how it works, which may negatively impact their ability to make reasoned and informed decisions about science-related issues. We describe two unique and recently developed projects designed to help tackle these problems by improving public understanding of and interest in science. The Coalition on the Public Understanding of Science is a grassroots effort to lower the barriers between the scientific community and the public. It aims to inspire broad appreciation of science, inform the public about the nature and process of science, and make science accessible to everyone. Understanding Science is a web-based project that aims to improve teacher understanding of the nature of the scientific enterprise, to provide resources that encourage and enable kindergarten through undergraduate (K-16) teachers to reinforce the nature of science throughout their teaching, and to serve as a clear and accessible reference that accurately portrays the scientific endeavor. The botanical and broader scientific communities are invited to participate in these efforts.
Collapse
Affiliation(s)
- Judy Scotchmoor
- University of California Museum of Paleontology, University of California Berkeley, 1101 Valley Life Sciences Building, Berkeley, California 94720-4780 USA
| | | | | |
Collapse
|
23
|
Moore R, Cotner S. The Creationist Down the Hall: Does It Matter When Teachers Teach Creationism? Bioscience 2009. [DOI: 10.1525/bio.2009.59.5.10] [Citation(s) in RCA: 32] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
|
24
|
|