Evolution as a controversial issue: a review of instructional approaches

Abstract

Although evolution has long been considered a controversial issue, little effort has been made to ensure that instructional approaches address the controversial nature of the issue. A framework for understanding the nature of controversy and some defining characteristics of controversial issues are provided. In light of this framework evolution is evaluated to address the defining characteristics of the issue that make it controversial. The purpose of this exploratory review of evolution instruction is to identify a range of instructional approaches reported in extant literature and to determine the extent to which each approach is commensurate with teaching evolution as a controversial issue.

Examining the evolution education literature with a focus on teachers: major findings, goals for teacher preparation, and directions for future research

“…The work of Scharmann et al (2005) and Smith and Scharmann (2008) demonstrate that asking teachers to place evolution and other ways of knowing on a 'scientific to less scientific' continuum after targeted instructional units on knowledge claims can help teachers view evolution as scientifically valid. Hermann (2008) refers to such approaches as procedural neutrality, in which teachers are allowed to explore their beliefs and never asked to ascribe to an 'either/or' mentality in which they have to choose between accepting evolution and adhering to religious beliefs. We recommend this approach, with the goal that teachers learn to consider different epistemologies, yet develop acceptance that evolution is valid within the methodologies of science.…”

Relationships among Teachers’ Knowledge and Beliefs Regarding the Teaching of Evolution: A Case for Turkey

“…However, the theory of evolution is not well understood by high school students (e.g., Kampourakis and Zogza 2008), undergraduate students (e.g., Alters and Nelson 2002;Peker et al 2010), pre-service teachers (e.g., Akyol et al 2010;Crawford et al 2005;Deniz et al 2008;Graf and Soran 2011), as well as in-service teachers (e.g., Nehm and Reilly 2007). Indeed, these findings are not surprising considering the extant research evidence that the theory of evolution has not been addressed effectively in science classes (e.g., Hermann 2008;Moore 2007;Moore and Kraemer 2005;Moore et al 2006;Rutledge and Mitchell 2002;van Dijk 2009). For example, in an attempt to gain insights about the status of evolution instruction, a series of research studies were conducted in Minnesota by Moore and many of his colleagues (Moore 2007;Moore and Kraemer 2005;Moore et al 2006).…”

Educar para la ciudadanía trabajando con temas controvertidos en Educación Secundaria Obligatoria

“…La argumentación y la discusión permite a los alumnos ser reflexivos y críticos en relación con las cuestiones controvertidas, y la controversia permite la interacción entre Ciencia y Sociedad (Alpha Nielsen, 2009). De hecho, el espíritu de renovación que la educación para la ciudadanía ha introducido en los sistemas educativos de muchos países ha contribuido a recuperar el interés por el desarrollo en los alumnos de la capacidad de argumentación (Jiménez-Aleixandre y Erduran, 2008) y de tomar decisiones sobre problemas y controversias socio-científicas (Hermann, 2008); un enfoque que ha sido específicamente desarrollado, desde las ciencias, por la línea de la alfabetización científica y ciudadana (González y Correa, 2006;Gil Pérez y Vilches, 2006). Y desde el campo de las Ciencias Sociales por el intento de poner la enseñanza de la Historia al servicio de la educación para la ciudadanía (Seixas, P. &Peck, C., 2004;Clark, P., 2013).…”