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1.
This study examines the relationship between biology teachers' evolution teaching practices and their regard and use of Indiana state evolution standards. A survey developed by the authors contained five subscales: use of standards; attitude toward standards; attitude toward evolution standards; evolution teaching practices; and demographic information. This survey was administered to 229 Indiana biology teachers. Data were analyzed using the Rasch model to convert Likert rating scale data into ratio data used for parametric analyses. Correlation analysis revealed significant relationships between use of standards and attitude toward standards, attitude toward standards and evolution teaching practices, and attitude toward evolution standards and days teaching evolution. These findings suggest practical relationships between standards use, teachers' regard of standards, and evolution teaching practices. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 236–257, 2007 相似文献
2.
Lisa A. Donnelly Mahsa Kazempour Aidin Amirshokoohi 《Research in Science Education》2009,39(5):643-660
Evolution is an important and sometimes controversial component of high school biology. In this study, we used a mixed methods
approach to explore students’ evolution acceptance and views of evolution teaching and learning. Students explained their
acceptance and rejection of evolution in terms of evidence and conflicts with religion and authority. Students largely supported
the teaching of evolution and offered several reasons for its inclusion in high school biology. Students also offered several
suggestions for improving evolution instruction. Evolution acceptors’ and rejecters’ views of evolution teaching and learning
differed in a number of respects, and these differences may be explained using border crossing as a theoretical lens. Relevant
implications for evolution instruction are discussed. 相似文献
3.
Despite growing recognition of the importance of visual representations to science education, previous research has given attention mostly to verbal modalities of evolution instruction. Visual aspects of classroom learning of evolution are yet to be systematically examined by science educators. The present study attends to this issue by exploring the types of evolutionary imagery deployed by secondary students. Our visual design analysis revealed that students resorted to two larger categories of images when visually communicating evolution: spatial metaphors (images that provided a spatio-temporal account of human evolution as a metaphorical “walk” across time and space) and symbolic representations (“icons of evolution” such as personal portraits of Charles Darwin that simply evoked evolutionary theory rather than metaphorically conveying its conceptual contents). It is argued that students need opportunities to collaboratively critique evolutionary imagery and to extend their visual perception of evolution beyond dominant images. 相似文献
4.
In this study, we investigated distinctions among the diversity of religious traditions represented by Lebanese and Egyptian
Muslim high school students regarding their understanding and acceptance of biological evolution and how they relate the science
to their religious beliefs. We explored secondary students’ conceptions of evolution among members of three Muslim sects—Sunni,
Shiite, and Druze—in two cultural contexts; one in which the overwhelming majority of the population is Muslim (Egypt) and
another in which there is a sizable Christian community (Lebanon). Data were collected via surveys that examined students’
scientific and religious understandings of evolution among 162 Egyptian students (all Sunni Muslims; 63% females and 37% males)
and 629 Lebanese students (38.5% Sunni, 38% Shiite, and 23.5% Druze; 49% females and 51% males). Additional data were collected
via semi-structured interviews with 30 Lebanese students to allow triangulation of data for accuracy and authenticity. Results
indicate that many Egyptian and Lebanese Muslim students have misconceptions about evolution and the nature of science which
often lead to rejection of evolution. Also, Lebanese Sunni and Shiite students and Egyptian Sunni students tend to exhibit
high levels of religiosity, and these students report that their religious beliefs influence their positions regarding evolution.
Finally, Sunni and Shiite Lebanese students have religious beliefs, conceptions of evolution, and positions regarding evolution
similar to those of Sunni Egyptian students. These conceptions and positions, however, are substantially different from those
of Druze Lebanese students. 相似文献
5.
This study investigated whether or not an increase in secondary science teacher knowledge about evolution and the nature of
science gained from completing a graduate-level evolution course was associated with greater preference for the teaching of
evolution in schools. Forty-four precertified secondary biology teachers participated in a 14-week intervention designed to
address documented misconceptions identified by a precourse instrument. The course produced statistically significant gains
in teacher knowledge of evolution and the nature of science and a significant decrease in misconceptions about evolution and
natural selection. Nevertheless, teachers’ postcourse preference positions remained unchanged; the majority of science teachers
still preferred that antievolutionary ideas be taught in school. 相似文献
6.
Kyriacos Athanasiou Penelope Papadopoulou 《International Journal of Science Education》2013,35(6):903-924
In this study, we explored some of the factors related to the acceptance of evolution theory among Greek university students training to be teachers in early childhood education, using conceptual ecology for biological evolution as a theoretical framework. We examined the acceptance of evolution theory and we also looked into the relationship between the acceptance and parents' education level, thinking dispositions and frequency of religious practice as independent variables. Students' moderate acceptance of evolution theory is positively correlated with the frequency of religious practices and thinking dispositions. Our findings indicate that studying a controversial issue such as the acceptance of evolution theory in a multivariate fashion, using conceptual ecology as a theoretical lens to interpret the findings, is informative. They also indicate the differences that exist between societies and how socio-cultural factors such as the nature of religion, as part of the conceptual ecology, influence acceptance of evolution and have an influence on evolution education. 相似文献
7.
8.
The goal of this study was to explore Christian biology‐related majors' perceptions of conflicts between evolution and their religious beliefs. This naturalistic study utilized a case study design of 15 undergraduate biology‐related majors at or recent biology‐related graduates from a mid‐western Christian university. The broad sources of data were interviews, course documents, and observations. Outcomes indicate that most participants were raised to believe in creationism, but came to accept evolution through evaluating evidence for evolution, negotiating the literalness of Genesis, recognizing evolution as a non‐salvation issue, and observing professors as Christian role models who accept evolution. This study lends heuristic insight to researchers and educators seeking to understand the complex processes by which Christian biology‐related majors approach learning about evolution. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 1026–1049, 2011 相似文献
9.
Students often hold strong attitudes regarding topics they encounter during their studies, and many instructors feel that these attitudes can have strong effects on students' performance. We characterized students' attitudes toward evolution and investigated the influence of students' attitudes (pre‐course and post‐course) regarding evolution on their performance in an evolution course, measured as their final grade. We found our students to hold positive attitudes toward evolution; these attitudes became more positive following the course. The most significant change in attitude occurred in the group of students initially undecided toward evolution. We also found that attitudes prior to the course had little influence on later achievement; however, at the end of the course, students' attitudes were positively related to final grades, although the effect was small. We argue that pedagogical techniques directly addressing students' attitudes help reduce the influence of attitudes (especially prior attitudes) on achievement. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 43: 7–24, 2006 相似文献
10.
This investigation provides an extensive review of scientific, religious, and otherwise non-scientific factors that may influence student acceptance of biological evolution. We also measure the extent to which students' levels of acceptance changed following an educational experience designed to address an inclusive inventory of factors identified as potentially affecting student acceptance of evolution (n = 81, pre-test/post-test) n = 37, one-year longitudinal). Acceptance of evolution was measured using the Measure of Acceptance of the Theory of Evolution (MATE) instrument among participants enrolled in a secondary-level academic programme during the summer prior to their final year of high school and as they transitioned to the post-secondary level. Student acceptance of evolution was measured to be significantly higher than initial levels both immediately following and over one year after the educational experience. Results reported herein carry implications for future quantitative and qualitative research as well as for cross-disciplinary instruction plans related to evolutionary science and non-scientific factors which may influence student understanding of evolution. 相似文献
11.
Many science education standards mandate teaching evolution concepts in the K-8 curriculum. Yet, not all K-8 certified educators
embrace the notion of teaching evolution content Factors influencing K-8 teacher engagement with evolution curriculum include
evolution familiarity and personal beliefs conflicts. With this in mind, we investigated the perceptions and beliefs about
evolution of educators who had completed a science and mathematics education master’s degree. Our quantitative and qualitative
data indicate some participants did not feel prepared or responsible for teaching evolution content. The discussion of our
study results and implications was done in the context of achieving science learning standards. 相似文献
12.
Gale M. Sinatra Sherry A. Southerland Frances McConaughy James W. Demastes 《科学教学研究杂志》2003,40(5):510-528
We examined the intersection of students' understanding and acceptance of evolution and their epistemological beliefs and cognitive dispositions. Based on previous research, we hypothesized there would be a relation between understanding and acceptance. We also hypothesized that students who viewed knowledge as changing and who have a disposition toward open‐minded thinking would be more likely to accept the scientific explanation of human evolution, and that beliefs and dispositions would not be related to acceptance of a topic that is generally perceived as noncontroversial. Ninety‐three undergraduate students enrolled in a nonmajors biology class completed measures of their (a) content knowledge of evolution and photosynthesis and respiration; (b) acceptance of theories of animal evolution, human evolution, and photosynthesis; and (c) epistemological beliefs and cognitive dispositions. Although our findings did reveal a significant relation between knowledge and reported acceptance for photosynthesis, there was no relation between knowledge and acceptance of animal or human evolution. Epistemological beliefs were related to acceptance, but only to the acceptance of human evolution. There was no relation between students' epistemological beliefs and their general acceptance of animal evolution or photosynthesis. Three subscales, Ambiguous Information, Actively Open‐Minded Thinking, and Belief Identification, were significantly correlated with understanding evolutionary theory. We argue these findings underscore the importance of intentional level constructs, such as epistemological beliefs and cognitive dispositions, in the learning of potentially controversial topics. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 510–528, 2003 相似文献
13.
Sylvia T. d'Apollonia Elizabeth S. Charles Gary M. Boyd 《Educational Research and Evaluation》2013,19(4-6):499-521
We investigated the impact of introducing college students to complex adaptive systems on their subsequent mental models of evolution compared to those of students taught in the same manner but with no reference to complex systems. The students' mental models (derived from similarity ratings of 12 evolutionary terms using the pathfinder algorithm) were significantly similar to their teachers' mental models and were correlated to their performance on an essay on evolution. Introducing students to complex systems facilitated their understanding of the mechanism of inheritance, the mechanism of evolution, and the role of chance in evolution. 相似文献
14.
ＳＯＦＴＷＡＲＥＥＶＯＬＵＴＩＯＮＳｏｆｔｗａｒｅｅｖｏｌｕｔｉｏｎｈａｓｂｅｅｎａｄｄｒｅｓｓｅｄｆｒｏｍｍａｎｙｖｉｅｗｐｏｉｎｔｓ .Ｔｈｅｓｅｉｎｃｌｕｄｅｍａｎａｇｅｍｅｎｔｉｓ ｓｕｅｓｓｕｃｈａｓｗｈｉｃｈｐａｒｔｓｏｆａｓｙｓｔｅｍｓｈｏｕｌｄｂｅｒｅｂｕｉｌｔ,ｃｏｎｆｉｇｕｒａｔｉｏｎｉｓｓｕｅｓｓｕｃｈａｓｋｅｅｐｉｎｇｔｒａｃｋｏｆｍａｎｙｖｅｒｓｉｏｎｓｏｆｔｈｅｓａｍｅｓｙｓｔｅｍ ,ｔｅｓｔ ｉｎｇｉｓｓｕｅｓｓｕｃｈａｓｄｅｔｅｒｍｉｎｉｎｇｗｈｉｃｈｔｅｓｔｃａｓｅｓ… 相似文献
15.
Chen Ran Ma Minghai Luo Yi Qian Liping Wan Shunli Xu Shengyou She Xinsong 《天津大学学报(英文版)》2022,28(6):440-445
Renewable and economical generation of hydrogen via electrochemical methods shows great potential in addressing the energy crisis. In this study, an emerging molten salt method was adopted for the synthesis of a cerium-modified rhenium disulfide nanosheet for electrical hydrogen evolution reactions. The prepared 1% Ce-doped rhenium disulfide (ReS2) sample showed promoted hydrogen evolution performance in both acid and alkaline electrolytes compared to bare ReS2. Generating of abundant defects in ReS2 exposed more reaction active sites. Moreover, adding cerium accelerated the hydrogen evolution dynamics. Hopefully, this work will offer new insight into developing ReS2-based electrocatalysts for hydrogen evolution reactions.
相似文献16.
Science & Education - Due to the controversies surrounding the topic of evolution among religious and non-religious people alike, the treatment of biological evolution in education—both... 相似文献
17.
Stephen D. Short Katherine A. Lastrapes Noelle E. Natale Erin E. McBrady 《科学教学研究杂志》2019,56(10):1384-1405
Previous research has noted one's knowledge of and attitudes toward the theory of evolution is negatively predicted by one's political ideology, specifically how conservative the individual identifies, and positively predicted by one's level rational thinking. The present research expands on this past research by examining the roles of political conservatism and rational thinking in predicting one's reported relevance of evolutionary theory in a multi-study design. In Study 1, a sample of undergraduate college students (N = 198) completed a survey with measures of conservatism, rational and intuitive thinking styles, including both engagement and ability, and attitudes toward the relevance of evolutionary theory. A multiple mediator model revealed that conservatism was a negative predictor rational engagement, rational engagement was a positive predictor of relevance of evolution, and the indirect effect of conservatism on relevance of evolution through rational engagement was significant. In Study 2, a new sample of college students (N = 146) completed an experiment where rational engagement was manipulated. Conservatism negatively predicted relevance of evolution for individuals who were not primed to engage in rational thought and were below average in rational ability. Conversely, conservatism was not a significant predictor of relevance of evolution for individuals who were primed to engage in rational thought, and who had below average rational ability scores. These results suggest that when individuals are lower in rational ability, priming for rational engagement may be effective at buffering the effect of conservatism on one's reported relevance of evolution. Thus, examining additional procedures for increasing one's rational engagement may be useful for educators and researchers interested in reducing the effects of political ideology on one's knowledge of and attitudes toward evolution. 相似文献
18.
Emma Browning 《Education 3-13》2013,41(5):530-547
This study explores learning about evolution when information is presented in either a narrative or an expository text (ET). Narratives engage the imagination, and consequently may allow children to overcome conceptual constraints that make evolution difficult to comprehend. Participants were 16 Year One, 21 Year Two and 25 Year Three pupils from a British primary school. Expository and narrative texts about evolution were read with children before assessing participants' understanding. Those reading the narrative showed a greater understanding of the book's contents about evolution than those reading the ET. Implications for using the imagination and narrative in the science classroom are discussed. 相似文献
19.
David C. Owens Rachel S. A. Pear Hanan A. Alexander Michael J. Reiss Tali Tal 《Research in Science Education》2018,48(6):1171-1186
There is a long history of some students finding that the science instruction they receive in schools fails to address their deeply held concerns about the theory of evolution. Such concerns are principally religious, though there are also students with deeply held religious views who are perfectly comfortable with the theory of evolution. New instructional strategies are emerging, aimed at reducing the tensions that may exist between evolution and religion by making space for students to examine their own views and recognize the spectrum of views that exists between atheistic evolution and special creation, as well as the bounded nature of science and different ways of knowing. In this article, we discuss the teaching of evolution in societies where acceptance of the theory of evolution is far from universal, and argue that an approach based on pedagogy of difference has considerable potential to enhance students’ development of epistemic insight through recognition of the multiple perspectives that exist concerning the relationship between religion and science. In doing so, we explicate precisely what pedagogy of difference entails and introduce an approach that should enhance evolution education, and even aid students’ situating of science as a resource for making decisions about issues with scientific and societal aspects where the acknowledgement of multiple perspectives is valuable. 相似文献
20.
Noguera-Solano Ricardo Rodríguez-Caso Juan Manuel Ruiz-Gutiérrez Rosaura 《Science & Education》2021,30(4):909-929
Science & Education - The name Lamarck is very well known in the teaching of biology, being associated with an early effort to explain evolution. Nevertheless, when evolution is taught in the... 相似文献