Gifted students’ perceptions of their acceptance of evolution, changes in acceptance, and factors involved therein

Wiles, Jason R.

doi:10.1186/s12052-014-0004-5

Cited by 21 publications

(24 citation statements)

References 29 publications

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“…This link was also found in an undergraduate sample (Carter and Wiles 2014). Other studies (Heddy and Nadelson 2013;Mazur 2004;Wiles 2014) have found more generally that higher education levels lead to greater acceptance of evolution. Barone et al (2014) found a significant correlation between knowledge of evolutionary terms and acceptance of evolution among visitors to a natural history museum.…”

Section: Introductionsupporting

confidence: 52%

A multifactorial analysis of acceptance of evolution

2017

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Background: Despite decades of education reform efforts, the percent of the general US population accepting biological evolution as the explanation for the diversity of life has remained relatively unchanged over the past 35 years. Previous work has shown the importance of both educational and non-educational (sociodemographic and psychological) factors on acceptance of evolution, but has often looked at such factors in isolation. Our study is among the first attempts to model quantitatively how the unique influences of evolutionary content knowledge, religiosity, epistemological sophistication, and an understanding of the nature of science collectively predict an individual's acceptance or rejection of evolution.Results: Our study population had a high acceptance of evolution, with an average score of 77.17 (95% C.I. ± 1.483) on the Measure of Acceptance of the Theory of Evolution (MATE) instrument. Our combined general linear model showed that, of the variables in our model, an understanding of the nature of science explained the greatest amount of variation in acceptance of evolution. This was followed in amount of variance explained by a measure of religiosity, openness to experience, religious denomination, number of biology courses previously taken, and knowledge of evolutionary biology terms. Conclusions:Understanding of the nature of science was the single most important factor associated with acceptance of evolution in our study and explained at least four times more variation than measures of evolutionary knowledge. This suggests that educational efforts to impact evolutionary acceptance should focus on increasing an understanding of the nature of science (which may be expected to have additional benefits towards generalized science denial). Additionally, our measure of epistemological sophistication had a unique, significant impact on acceptance of evolution. Both epistemological sophistication and an understanding of the nature of science are factors that might change throughout a liberal arts education, independent of the effect of direct evolutionary instruction.

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Section: Introductionsupporting

confidence: 52%

A multifactorial analysis of acceptance of evolution

2017

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“…This is a logical and expected result (Cotner et al 2009;Kim and Nehm 2011;Moore et al 2011). In general, students respond well (via increase in knowledge) when evidence of evolutionary theory is provided and specific misconceptions are targeted (Wiles 2014;Moore et al 2011). Obviously educating students on evolution will improve their understanding of it, but some studies show this is only true for the least religious students (Moore et al 2011;Kahan 2015;Rissler et al 2014).…”

Section: Discussionmentioning

confidence: 96%

Influencing highly religious undergraduate perceptions of evolution: Mormons as a case study

et al. 2015

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Background: Students frequently hold an incorrect view of evolution. There are several potential barriers that prevent religious students, specifically, from engaging evolutionary theory in the classroom. This study focuses on two hypothesized barriers on learning evolutionary theory in a highly religious model population, specifically members of The Church of Jesus Christ of Latter-day Saints (LDS or Mormon): (1) religious views stemming from incorrect or inadequate understanding of the Mormon church's neutral stance on evolution and (2) misunderstanding of the theory of evolution. The LDS population at Brigham Young University provides the ideal setting for studying evolution education among religious individuals in a controlled environment. To ascertain the prevalence and effect of these barriers, we measured the relationship between acceptance of evolution and knowledge of evolution, religiosity, and understanding of religious doctrine on evolution in introductory non-majors biology courses. Additionally, we measured the effect of including a discussion on religious doctrine in the classroom. Students in all sections, except for one control section, were taught a unit on evolution that included a discussion on the neutral LDS doctrine on evolution. Data was gathered pre, post, and longitudinally. Results:Our data demonstrate a positive relationship between knowledge and acceptance of evolution, a positive relationship between understanding of religious doctrine and acceptance of evolution, and a negative relationship between religiosity and acceptance of evolution. Additionally, when an in-class discussion was held addressing the LDS doctrine on evolution students became more accepting of the principles of evolution.Conclusions: These data provide compelling evidence that an accurate understanding of their religious doctrines and knowledge of evolution can lead to greater acceptance of the basic concepts of evolution among highly religious students.

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“…The multiple mechanisms of evolution such as natural selection, stochastic events, and geographical isolation, involve intellectually challenging concepts such as deep time, probability and situations of uncertainty, speciation, and the nature of science (Gould 2002;Scharmann and Harris 1992). Because of the complexity of biological evolution, people are likely to be challenged to understand the process (Moore and Cotner 2009;Nadelson and Southerland 2010), which may influence their levels of evolution acceptance (Nadelson and Sinatra 2009;Wiles 2014;Wiles and Alters 2011).…”

Section: Evolution Acceptancementioning

confidence: 99%

Trust in science and scientists and the acceptance of evolution

Nadelson

Hardy

2015

Evo Edu Outreach

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Background: Accepting the concept of evolution is important for the advancement of biological science and has many implications for daily life. However, a large portion of the general public does not currently accept biological evolution. Therefore, it is important to understand what factors are associated with a decline in the acceptance of evolution. Of particular interest for us is the relationship of individuals' sense of trust in science in relationship to evolution acceptance. Methods: Using the Trust in Science and Scientists and Inventory of Student Evolution Acceptance we surveyed 159 undergraduate students enrolled in an introductory psychology course. Additionally, we also asked the students questions regarding their religious commitment and political orientation. To analyze the data we calculated correlations, regressions, and conducted a path analysis.

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Gifted students’ perceptions of their acceptance of evolution, changes in acceptance, and factors involved therein

Cited by 21 publications

References 29 publications

A multifactorial analysis of acceptance of evolution

A multifactorial analysis of acceptance of evolution

Influencing highly religious undergraduate perceptions of evolution: Mormons as a case study

Trust in science and scientists and the acceptance of evolution

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