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Evolution acceptance and epistemological beliefs of college biology students
Journal of research in science teaching, 2017-04, Vol.54 (4), p.493-519
Borgerding, Lisa A.
Deniz, Hasan
Anderson, Elizabeth Shevock
2017
Details
Autor(en) / Beteiligte
Borgerding, Lisa A.
Deniz, Hasan
Anderson, Elizabeth Shevock
Titel
Evolution acceptance and epistemological beliefs of college biology students
Ist Teil von
Journal of research in science teaching, 2017-04, Vol.54 (4), p.493-519
Ort / Verlag
Reston: Wiley-Blackwell
Erscheinungsjahr
2017
Link zum Volltext
Quelle
Applied Social Sciences Index & Abstracts (ASSIA)
Beschreibungen/Notizen
Evolutionary theory is central to biology, and scientifically accurate evolution instruction is promoted within national and state standards documents. Previous literature has identified students’ epistemological beliefs as potential predictors of evolution acceptance. The present work seeks to explore more directly how student views of evolution are related to their epistemological beliefs. We hypothesize that evolution acceptance may be related to students’ epistemological beliefs and that this relationship may vary depending on students’ relationship to the field of biology, either as an experienced major, a new major, or a non‐major. Specifically, this manuscript investigates how college students’ evolution acceptance may be connected to Perry developmental levels for three distinct groups of students: upper‐level majors, first‐year majors, and non‐majors. A sequential explanatory mixed methods approach entailing quantitative surveys followed by individual interviews was employed. In total, 395 college‐level biology students from three classes were surveyed, and 44 students were interviewed. Descriptive quantitative trends were identified, and evolution acceptance varied predictably by both Perry level and Class. Qualitative analysis explained these quantitative findings in terms of participants’ identification with science, views of authority, views of the compatibility of evolution and religion, and appreciation for the tentative nature of science with respect to evolution. Potential implications for science educators at the college level are discussed. © 2016 Wiley Periodicals, Inc. J Res Sci Teach 54: 493–519, 2017
Sprache
Englisch
Identifikatoren
ISSN: 0022-4308
eISSN: 1098-2736
DOI: 10.1002/tea.21374
Titel-ID: cdi_proquest_journals_1876004687
Format
–
Schlagworte
Acceptance
,
Appreciation
,
Beliefs
,
Biology
,
college biology students
,
College Freshmen
,
College Students
,
Correlation
,
epistemological development
,
Epistemology
,
Evolution
,
evolution acceptance
,
Interviews
,
Majors (Students)
,
mixed methods
,
Mixed Methods Research
,
Nonmajors
,
Qualitative research
,
Scientific Attitudes
,
Student Attitudes
,
Student Surveys
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