Student Acceptance of Evolution: Factors That Lead to Change
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| Title: | Student Acceptance of Evolution: Factors That Lead to Change |
|---|---|
| Language: | English |
| Authors: | Ferguson, Daniel G., Jensen, Jamie L., Arok, Adhieu, Bybee, Seth M., Ogden, T. Heath |
| Source: | Journal of College Science Teaching. Nov-Dec 2022 52(2):23-30. |
| Availability: | National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/ |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Evolution, Science Instruction, Student Attitudes, Role Models, Religious Factors, Beliefs, State Universities, Undergraduate Students, Misconceptions, Christianity, Scientists, Introductory Courses, Biology, Attitude Change, Evidence, Teaching Methods |
| Geographic Terms: | Utah |
| ISSN: | 0047-231X 1943-4898 |
| Abstract: | Acceptance of human evolution seems to be the majority position for the U.S. population; however, acceptance of evolution among conservative Christian groups is low, sometimes below 50%. There are many different reasons for this low acceptance, leading to a significant disconnect between scientific specialists and the general population. This study examined students in an introductory biology class at a large public university. Semistructured in-person interviews were conducted to better understand students' belief in evolution, or their lack thereof. At the beginning of the semester, 19 of the participants accepted evolution, a number that increased to 29 students by the end of the semester. In contrast, only eight students accepted human evolution at the beginning of the semester, but the number increased to 21 students by the semester's end. The interviews elucidated three essential factors that can change students' minds: teaching the evidence of evolution, providing the influence of a role model to reconcile religion and science, and assisting students with overcoming misconceptions about evolution. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Access URL: | https://www.nsta.org/journal-college-science-teaching/journal-college-science-teaching-novemberdecember-2022/student |
| Accession Number: | EJ1372895 |
| Database: | ERIC |
| Abstract: | Acceptance of human evolution seems to be the majority position for the U.S. population; however, acceptance of evolution among conservative Christian groups is low, sometimes below 50%. There are many different reasons for this low acceptance, leading to a significant disconnect between scientific specialists and the general population. This study examined students in an introductory biology class at a large public university. Semistructured in-person interviews were conducted to better understand students' belief in evolution, or their lack thereof. At the beginning of the semester, 19 of the participants accepted evolution, a number that increased to 29 students by the end of the semester. In contrast, only eight students accepted human evolution at the beginning of the semester, but the number increased to 21 students by the semester's end. The interviews elucidated three essential factors that can change students' minds: teaching the evidence of evolution, providing the influence of a role model to reconcile religion and science, and assisting students with overcoming misconceptions about evolution. |
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| ISSN: | 0047-231X 1943-4898 |
