The Christian right’s war on reality: Where do/should American science teachers stand?

Gough, Noel

doi:10.1007/s11422-021-10058-4

Cited by 2 publications

(1 citation statement)

References 16 publications

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“…"Pro" refers to the construct of pro-evolution experience; "Anti" to anti-evolution experience; "Regret" to regret over anti-evolution scenarios Interestingly, anti-evolution scenarios 5 and 8 (Anti 5 and Anti 8) also address politics and government, Anti 5 referring to the legislatures passing a bill, and Anti 8 referring to a statement by Vice President Mike Pence, both condoning intelligent design as a valid theory for explaining life on Earth. The way that teachers with high measures for proevolution experience express anger related to the Mike Pence scenario is inconsistent with the way that they express anger on the other anti-evolution scenarios, suggesting a measurable bias due to the political reference in this scenario, consistent with Gough (2021). Similarly, the way that guilt is expressed on these two items is inconsistent with how it is expressed on the other anti-evolution scenarios, suggesting that these scenarios solicit guilt in a measurably different way than those scenarios which address implementation of or changes to educational resources by instructional entities.…”

Section: Misfitting Responses and Next Steps For Improving The Measuresmentioning

confidence: 84%

Measuring Science Teachers' Emotional Experiences with Evolution using Real World Scenarios

Romine

Mahajan

Todd

2021

Eurasian Journal of Science and Environmental Education

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Low acceptance of evolution remains an obstacle to quality biology instruction. We develop and utilize a novel assessment which measures emotional experience in light of real-world evolution education scenarios. We presented 296 science teachers 4 pro-evolution and 8 anti-evolution scenarios and asked them to rate their levels of joy, anger, sadness, fear, disgust, shame, and guilt elicited by that scenario on an ordinal 5-point scale. We used exploratory factor analysis to extract the most important dimensions in the teachers' responses, Rasch analysis to explore the validity of the extracted subscales, and stepwise regression to find the most important factors driving emotional dispositions. We extracted 3 factors: (1) pro-evolution experience (positive emotions on pro-evolution and negative emotions on anti-evolution scenarios), (2) anti-evolution experience (negative emotions on pro-evolution and positive emotions on anti-evolution scenarios), and (2) feelings of regret over anti-evolution scenarios (shame and guilt on anti-evolution scenarios). Acceptance of evolution facts and a non-theistic religious orientation were positively related to pro-evolution experience. Anti-evolution experience was predicted by lack of microevolution acceptance and lack of teacher preparation. Feelings of regret around anti-evolution scenarios were driven by acceptance of evolution facts and lower levels of teacher preparation. This work advances our understanding of how teachers relate affectively to the theory of evolution and offers empirical insight into ways to improve dispositions about evolution.

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Section: Misfitting Responses and Next Steps For Improving The Measuresmentioning

confidence: 84%

Measuring Science Teachers' Emotional Experiences with Evolution using Real World Scenarios

Romine

Mahajan

Todd

2021

Eurasian Journal of Science and Environmental Education

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https://www.ejhbe.com/notification-about-the-doi

EJHBE¹

2021

EUROPEAN J HEALT BIO ED

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<p style="text-align: justify;">Low acceptance of evolution remains an obstacle to quality biology instruction. We develop and utilize a novel assessment which measures emotional experience in light of real-world evolution education scenarios. We presented 296 science teachers 4 pro-evolution and 8 anti-evolution scenarios and asked them to rate their levels of joy, anger, sadness, fear, disgust, shame, and guilt elicited by that scenario on an ordinal 5-point scale. We used exploratory factor analysis to extract the most important dimensions in the teachers’ responses, Rasch analysis to explore the validity of the extracted subscales, and stepwise regression to find the most important factors driving emotional dispositions. We extracted 3 factors: (1) pro-evolution experience (positive emotions on pro-evolution and negative emotions on anti-evolution scenarios), (2) anti-evolution experience (negative emotions on pro-evolution and positive emotions on anti-evolution scenarios), and (2) feelings of regret over anti-evolution scenarios (shame and guilt on anti-evolution scenarios). Acceptance of evolution facts and a non-theistic religious orientation were positively related to pro-evolution experience. Anti-evolution experience was predicted by lack of microevolution acceptance and lack of teacher preparation. Feelings of regret around anti-evolution scenarios were driven by acceptance of evolution facts and lower levels of teacher preparation. This work advances our understanding of how teachers relate affectively to the theory of evolution and offers empirical insight into ways to improve dispositions about evolution.</p>

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The Christian right’s war on reality: Where do/should American science teachers stand?

Cited by 2 publications

References 16 publications

Measuring Science Teachers' Emotional Experiences with Evolution using Real World Scenarios

Measuring Science Teachers' Emotional Experiences with Evolution using Real World Scenarios

https://www.ejhbe.com/notification-about-the-doi

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