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Promoting Evolution Acceptance through Philosophical Dialogue in the Classroom

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Title: Promoting Evolution Acceptance through Philosophical Dialogue in the Classroom
Language: English
Authors: Deborah Bernhard (ORCID 0000-0002-8990-8060), Markus Wilhelm, Dominik Helbling (ORCID 0000-0002-6898-8532)
Source: International Journal of Science Education. 2024 46(11):1139-1167.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 29
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Foreign Countries, High School Students, High School Teachers, Evolution, Creationism, Philosophy, World Views, Discussion (Teaching Technique), Scientific Principles, Student Attitudes
Geographic Terms: Switzerland
DOI: 10.1080/09500693.2023.2276685
ISSN: 0950-0693
1464-5289
Abstract: Numerous studies have shown that a considerable number of students do not accept the theory of evolution, prompting the scientific community to seek ways to improve how lessons on evolution are designed in order to promote students' acceptance. A crucial factor identified in many studies is students' comprehension of the nature of science and their perceived conflict between religious beliefs and evolution. Our research aimed to investigate the effects of philosophical dialogues on evolution acceptance, with a specific focus on the relationship between religion and science. We conducted an intervention study in 21 high-school classes in Switzerland. Our findings suggest that high-quality philosophical dialogues can enhance students' acceptance of evolution by addressing the perceived conflict between it and religious beliefs. Conversely, low-quality dialogues may intensify the influence of religiosity, negatively affecting evolution acceptance. Our study underscores both the importance of applying philosophical methods skilfully and the potential benefits of incorporating philosophical dialogues into teaching practices. It also highlights the value of fostering a nuanced understanding of the interplay between religion and science in the context of evolution education.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1436107
Database: ERIC
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  Data: Promoting Evolution Acceptance through Philosophical Dialogue in the Classroom
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  Data: <searchLink fieldCode="AR" term="%22Deborah+Bernhard%22">Deborah Bernhard</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8990-8060">0000-0002-8990-8060</externalLink>)<br /><searchLink fieldCode="AR" term="%22Markus+Wilhelm%22">Markus Wilhelm</searchLink><br /><searchLink fieldCode="AR" term="%22Dominik+Helbling%22">Dominik Helbling</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6898-8532">0000-0002-6898-8532</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Science+Education%22"><i>International Journal of Science Education</i></searchLink>. 2024 46(11):1139-1167.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 29
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Evolution%22">Evolution</searchLink><br /><searchLink fieldCode="DE" term="%22Creationism%22">Creationism</searchLink><br /><searchLink fieldCode="DE" term="%22Philosophy%22">Philosophy</searchLink><br /><searchLink fieldCode="DE" term="%22World+Views%22">World Views</searchLink><br /><searchLink fieldCode="DE" term="%22Discussion+%28Teaching+Technique%29%22">Discussion (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Principles%22">Scientific Principles</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Switzerland%22">Switzerland</searchLink>
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  Data: 10.1080/09500693.2023.2276685
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  Data: 0950-0693<br />1464-5289
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  Data: Numerous studies have shown that a considerable number of students do not accept the theory of evolution, prompting the scientific community to seek ways to improve how lessons on evolution are designed in order to promote students' acceptance. A crucial factor identified in many studies is students' comprehension of the nature of science and their perceived conflict between religious beliefs and evolution. Our research aimed to investigate the effects of philosophical dialogues on evolution acceptance, with a specific focus on the relationship between religion and science. We conducted an intervention study in 21 high-school classes in Switzerland. Our findings suggest that high-quality philosophical dialogues can enhance students' acceptance of evolution by addressing the perceived conflict between it and religious beliefs. Conversely, low-quality dialogues may intensify the influence of religiosity, negatively affecting evolution acceptance. Our study underscores both the importance of applying philosophical methods skilfully and the potential benefits of incorporating philosophical dialogues into teaching practices. It also highlights the value of fostering a nuanced understanding of the interplay between religion and science in the context of evolution education.
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