We propose a new model of the factors influencing acceptance of evolutionary theory that highlights a novel variable unexplored in previous studies: the feeling of certainty (FOC). The model is grounded in an emerging understanding of brain function that acknowledges the contributions of intuitive cognitions in making decisions, such as whether or not to accept a particular theoretical explanation of events. Specifically, we examine the relationships among religious identity, level of education, level of knowledge, FOC, and level of evolutionary acceptance to test whether our proposed model accurately predicts hypothesized pathways. We employ widely used measures-the CINS, MATE, and ORI-in addition to new variables in multiple regression and path analyses in order to test the interrelationships among FOC and acceptance of evolutionary theory. We explore these relationships using a sample of 124 pre-service biology teachers found to display comparable knowledge and belief levels as reported in previous studies on this topic. All of our hypothesis tests corroborated the idea that FOC plays a moderating role in relationships among evolutionary knowledge and beliefs. Educational research into acceptance of evolutionary theory will likely benefit from increased attention to non-conscious intuitive cognitions that give rise to feeling of knowing or certainty. ß 2011 Wiley Periodicals, Inc. J Res Sci Teach 49: 2012

Science locus of control (SciLOC) orientation is examined as a predictor of attitudes toward science teaching among 104 preservice elementary school teachers. SciLOC orientation refers to beliefs people hold regarding their personal efficacy, or ability to influence the outcome of events, in situations where decisions or actions require either the application of scientific knowledge or the use of reasoning skills associated with scientific thinking. A causal model that links such beliefs to attitudes toward science teaching was formulated and tested in this study. Multiple regression analysis demonstrates that 46% of the variance in attitudes toward science teaching expressed by subjects in the sample studied can be explained by SciLOC orientation. Path analysis of the proposed causal model accounts for 57% of the variance in expressed attitudes and 11% of the variance in SciLOC orientation. These results are interpreted as evidence that SciLOC orientation is a major contributor to attitudes expressed toward science teaching among preservice elementary teachers, with the major contributors to SciLOC orientation remaining to be identified. A troublesome relationship between expressed attitudes and academic performance in college science is also noted. 0 1989 by the National Association for Research in Science Teaching

A desire to foster enduring, positive attitudes toward science teaching among elementary school teachers led to study of self‐perceptions. On the basis of evidence for strong links between locus of control orientation and attitudes, an attempt was made to enhance internality through instruction. A quasiexperimental research strategy was employed to compare the effects of two instructional treatments, with pretest measures being used to check the initial equivalence of treatment groups, and analysis of covariance (ANCOVA) being used to test treatment effects. Both treatments incorporated strategies known to have positive effects on attitudes, but the experimental treatment was novel in its emphasis on self‐management, goal clarification, and individualized course expectations. There was found by ANCOVA to be a significant (p ≦ 0.05) difference in science locus of control (SciLOC) orientation between groups following treatment, with subjects exposed to the experimental treatment exhibiting greater internality. Quantitative comprehension and subject age were employed as covariates of SciLOC orientation, and subject gender was employed as a moderator variable. Though the treatment effect is small, accounting for 3% of the variance in SciLOC orientation, control orientation is shown susceptible to educational intervention. These results encourage attention to teacher attitudes from a rather new perspective, and they raise several interesting research questions regarding instructional methods and the long‐term effects of enhancing internality.

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