Promoting evolution acceptance through philosophical dialogue in the classroom

Bernhard, Deborah; Wilhelm, Markus; Helbling, Dominik

doi:10.1080/09500693.2023.2276685

International Journal of Science Education

2023

DOI: 10.1080/09500693.2023.2276685

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Promoting evolution acceptance through philosophical dialogue in the classroom

Deborah Bernhard,

Markus Wilhelm,

Dominik Helbling

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2024

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Cited by 3 publications

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Fit to teach evolution? Pre- and in-service teachers’ knowledge and acceptance of evolution

Lanka,

Hild,

Beniermann

2024

International Journal of Science Education

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Fit to teach evolution? Pre- and in-service teachers’ knowledge and acceptance of evolution

Lanka,

Hild,

Beniermann

2024

International Journal of Science Education

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From conflict to harmony: changing conceptual ecology of evolution acceptance of muslim students after dialogue in science and religion

Saefi,

Suwono,

Hanafi

2024

Evo Edu Outreach

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Muslim students have a high perceived conflict between religion and evolution. For this reason, constructivist teaching was implemented to emphasise the balance of the nature of science (NOS) on evolution and creationism theory within the conceptual ecology for biological evolution (CEBE) framework. This study explored changes in students’ CEBE and how perceived conflict, NOS, and religion contributed to the evolution of acceptance during the course. This research followed a one-group pre-test and post-test design to gather data. Data collection tools used in this study included a questionnaire and a reflective essay. The study group consisted of third-year undergraduate biology students aged 20–22 from Universitas Islam Negeri Maulana Malik Ibrahim Malang in Indonesia. Questionnaire responses were analysed using statistical methods, including paired t-tests, correlation, and hierarchical regression, while reflective essays were analysed using content analysis. The study found that students’ acceptance increased after the course and was correlated with their knowledge, religiosity, understanding of NOS, and perceived impact. The understanding of NOS was the primary factor influencing the acceptance of the theory of evolution, while perceived conflict has the least impact. In addition, reflective essays showed that while most students had a naive knowledge of evolutionary reasoning, they could explain the nature of science. The students were able to establish a complex relationship between science and religion using the chimpanzee-human relationship explanation. This study has provided an example of a learning method to minimise students' perceived conflict in the evolution course.

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Albanian first-year university students’ knowledge and acceptance of evolution

Miri,

Bajrami,

Mavrikaki

2024

EURASIA J Math Sci Tech Ed

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Evolutionary theory provides the foundation for modern biology with evolution as a core concept and unifying principle. This research aimed to examine evolutionary knowledge and acceptance among first-year university students. The participants considered for analysis consisted of 87 students enrolled in the first-year bachelor’s in biology and biotechnology at the University of Tirana, Albania. The respondents’ average age was 18.95 ± 0.78 years, with a pronounced dominance of females (90.2%). The study used the standardized research instrument “evolution education questionnaire on acceptance and knowledge” to measure knowledge and acceptance about evolution in an international context. We employed descriptive statistics to analyze the collected data. The findings of research revealed that over half of the respondents, 61%, fall into the ‘very low knowledge’ category on evolution and none fall in the ‘high knowledge’ category. Only 60.9% accept evolution. The need for a revision of the evolutionary concepts and topics in the curricula, from primary school, is recommended coupled with the incorporation of philosophical dialogue into teaching practice.

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Promoting evolution acceptance through philosophical dialogue in the classroom

Cited by 3 publications

References 65 publications

Fit to teach evolution? Pre- and in-service teachers’ knowledge and acceptance of evolution

Fit to teach evolution? Pre- and in-service teachers’ knowledge and acceptance of evolution

From conflict to harmony: changing conceptual ecology of evolution acceptance of muslim students after dialogue in science and religion

Albanian first-year university students’ knowledge and acceptance of evolution

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