Acceptance and knowledge of evolutionary theory among third-year university students in Spain

"It's More Of A Me-Thing Than An Evolution Thing": Exploring The Validity Of Evolution Acceptance Measures Using Student Interviews

Researchers who study student acceptance of evolution rely on surveys that are designed to measure evolution acceptance. It is important for these surveys to measure evolution acceptance accurately and in isolation from other constructs, so that researchers can accurately determine what leads to low acceptance. The Inventory of Student Evolution Acceptance (I-SEA) and the Generalized Acceptance of EvolutioN Evaluation (GAENE) are two surveys that were developed to improve upon the limitations of earlier surveys. Yet neither survey has been extensively tested for response process validity, which can assess the extent to which students use constructs other than their acceptance of evolution to answer survey items. In this study, we examined the response-process validity of the I-SEA and GAENE by conducting cognitive interviews with 60 undergraduate students. Interviews revealed that both surveys retain certain response-process issues. The I-SEA conflated knowledge about and acceptance of evolution for a subset of students. The GAENE measured evolution acceptance inconsistently because students interpreted "evolution" in different ways; it also measured willingness to advocate for evolution in addition to acceptance. Researchers can use these findings to better inform their survey choice when designing future studies, and to further improve the measurement of evolution acceptance.

STEM and Non-STEM Misconceptions About Evolution: Findings from 5 Years of Data

Even though it is widely held that the theory of evolution is one of the pillars of the biological sciences, as we begin the third decade of the twenty-first century, it is alarming how little we know about science, technology, engineering, and mathematics (STEM) majors and non-STEM majors' misconceptions about evolution in countries such as Brazil, Chile, Colombia, and Greece, to name a few. The situation is even more complicated if we acknowledge that contemporary educational approaches (e.g., student-centered learning) mean that students' misconceptions are one of the multiple aspects that influence the construction of meaningful learning. Here, we present a picture of Colombian STEM/non-STEM majors' misconceptions about evolution. Participants were 547 students from different STEM/non-STEM majors (278 females and 269 males, 16-24 years old). During 5 years (10 academic semesters), data were collected from students' responses to an 11-item questionnaire administered in a Colombian university. We hypothesized that the academic semester within these 5 years in which each student completed the instrument as well as respondents' age, gender, and/or major may influence their misconceptions about evolution. Results reveal that participants had a moderate understanding of evolution. Also, we found a limited understanding of microevolution among participants. Furthermore, cross-sectional analyses of differences in undergraduates' responses across demographic variables showed that despite apparent differences, these were not reliable since the differences were not statistically significant. Implications for evolution education are discussed.

Understanding and acceptance of the theory of evolution in high school students in Mexico

The Theory of Evolution (TE) is the backbone of biology and is the best way to explain the diversity of species that exist on the planet. However, despite all the supporting evidence, TE remains poorly understood and accepted. In this study, the levels of acceptance and understanding of TE were measured, respectively, using the Inventory of Student Evolution Acceptance (I-SEA) and Knowledge of Evolution Exam (KEE) questionnaires, in high school students in Monterrey, Mexico (N = 370). The results show that the acceptance of TE ranges from moderate (90.3 out of 120) to high (3.7 out of 5), depending on the scale with which it is measured, while the level of comprehension is low (4.5 out of 10). Statistical analysis of the data collected reveals that there is a positive relationship between acceptance and understanding of TE (r = 0.34). In addition, the proportions of I-SEA and KEE were evaluated based on several factors, such as religion and educational level of the parents, among others. It was found that the level of education of the parents positively affects the understanding of the basic concepts of TE, while religion is the main factor of negative influence on both acceptance and understanding. Finally, the low comprehension shown in this study suggests a revision and readjustment of the contents that are taught in the upper secondary education curriculum.

Acceptance of evolution by high school students: Is religion the key factor?

The idea of biological evolution is not accepted by many people around the world, with a large disparity amongst countries. Some factors may act as obstacles to the acceptance of evolution, such as religion, a lack of openness to experience, and not understanding the nature of science. Although the strength of the association between evolution acceptance and non-scientific factors varies among studies, it is often assumed that resistance to evolution is the byproduct of a religious background. Some studies are even more specific and try to associate the acceptance of evolution with precise religious affiliations. We aimed to explore the strength of associations among nationality, religion, and the acceptance of evolution by students using multiple correspondence analysis (MCA) and statistical tools, with nationwide samples from two different countries. Here, we show that wider sociocultural factors predict the acceptance of evolution to a higher degree than a religious background. We carried out two nationwide data collections that allowed us to compare differences in the acceptance of evolution in Italy and Brazil by high school students who declare to belong to the same religion in the two countries. Roman Catholic students showed significant differences between the two countries, and the gap between them was wider than between Catholics and non-Catholic Christians within Brazil. Our conclusions support those who argue that religious affiliation is not the main factor in predicting the level of evolution acceptance. The sociocultural environment and the level of evolutionary knowledge seem to be more important in this regard. These results open up new interpretative perspectives and provide a better understanding of attitudes towards evolution.