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Does Increasing Biology Teacher Knowledge of Evolution and the Nature of Science Lead to Greater Preference for the Teaching of Evolution in Schools? |
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| Authors: | Ross H Nehm Irvin Sam Schonfeld |
| Institution: | (1) College of Education and Human Ecology, The Ohio State University, Columbus, OH 43210-1172, USA;(2) Education and Psychology, The City College, The City University of New York, New York, NY 10031, USA;(3) The Graduate Center, The City University of New York, New York, NY 10016-4309, USA |
| Abstract: | 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. |
| Keywords: | Evolution Evolution education Biology education Natural selection Intelligent design Creationism Science teachers |
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