Introducing preservice teachers to issues surrounding evolution and creationism via a mock trial

Helgeson, Lars J.; Hoover, John H.; Sheehan, James J.

doi:10.1007/bf03173845

Cited by 8 publications

(7 citation statements)

References 2 publications

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“…Perhaps the addition of an exploration into the differences between evolution and creationism may facilitate a shift in students' views of evolution. Helgeson et al (2002) reported that many of the 48 pre-service elementary education majors who participated in a mock trial regarding a sixth grade teacher fired for not balancing evolution and creationism changed their views in favor of teaching evolution at the expense of creationism. Together these reports indicate the need for a concerted effort to prepare elementary teachers to teach evolution and some insight into the types of activities that may facilitate an understanding and acceptance of evolutionary theory.…”

Section: Pre-high School Evolution Experiencesmentioning

confidence: 96%

Breaking the Cycle of Continued Evolution Education Controversy: On the Need to Strengthen Elementary Level Teaching of Evolution

Hermann

2011

Evo Edu Outreach

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Section: Pre-high School Evolution Experiencesmentioning

confidence: 96%

Breaking the Cycle of Continued Evolution Education Controversy: On the Need to Strengthen Elementary Level Teaching of Evolution

Hermann

2011

Evo Edu Outreach

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“…This view is supported by researchers and practitioners such as Shipman, Brickhouse, Dagher, and Letts (2002). Indeed, some educators have taken this step further by designing interventions such as role playing games which have proven to be successful in allowing its participants to confront controversies associated with evolutionary biology (Bentley, 2000;Duveen & Solomon, 1994;Helgeson, Hoover, & Sheehan, 2002;Passmore, Stewart, & Zoellner, 2005).…”

Section: The Meeting Between Science and Religion: Previous Studiesmentioning

confidence: 95%

Philosophical Approaches of Religious Jewish Science Teachers Toward the Teaching of ‘Controversial’ Topics in Science

Dodick

Dayan

Orion

2010

International Journal of Science Education

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This research examines the problems that religious Jewish science teachers in Israeli high schools have in coping with science subjects (such as geological time) which conflict with their religious beliefs. We do this by characterizing the philosophical approaches within Judaism that such teachers have adopted for dealing with such controversy. Thus, we surveyed 56 religious teachers using a Likert-type questionnaire developed for this research, as well as interviewed 11 teachers to more deeply probe their approaches. In addition, we surveyed 15 religious scientists, so that we could both contrast their views with our teacher samples as well as to better understand their coping strategies when confronted by scientific topics that challenge their beliefs. Results indicated that no single philosophical approach earned overwhelming support from the teachers or scientists. Instead, most of the subjects relate separately to each source of possible conflict in accordance with the philosophical approach that appears to be the most fruitful for resolving such conflicts. Moreover, both the scientists and the teachers felt less conflicted toward the specific subject of geological time, in comparison to issues connected to creation of the earth and (especially) evolution. The teachers did differ from the scientists in their preference toward philosophical approaches which help them better integrate the domains of science and religion. Based on our findings, we are able to suggest a set of strategies to help teachers overcome their difficulties in teaching 'controversial' science topics to a religiously oriented student population.

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“…Similarly, Smith (1994) recommended that the nature of science be explicitly addressed while Bentley (2000) successfully used a simulation/improvisation activity for his own pre-service science education students and for in-service workshops based on a fictitious debate at a School Board as to whether evolution should be presented as "just a theory". Helgeson et al (2002) introduced pre-service teachers to issues surrounding evolution and creationism via a mock trial and found gains in students" understanding of evolutionary principles and awareness of the difficulties of balancing evolutionism and creationism in science pedagogy.…”

Section: Pedagogical Issuesmentioning

confidence: 99%

Should science educators deal with the science/religion issue?

Reiß¹

2008

Studies in Science Education

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Introducing preservice teachers to issues surrounding evolution and creationism via a mock trial

Cited by 8 publications

References 2 publications

Breaking the Cycle of Continued Evolution Education Controversy: On the Need to Strengthen Elementary Level Teaching of Evolution

Breaking the Cycle of Continued Evolution Education Controversy: On the Need to Strengthen Elementary Level Teaching of Evolution

Philosophical Approaches of Religious Jewish Science Teachers Toward the Teaching of ‘Controversial’ Topics in Science

Should science educators deal with the science/religion issue?

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