The Teaching of Evolution &amp; Creationism<i>in Minnesota</i>

Moore, Randy; Kraemer, Karen

doi:10.1662/0002-7685(2005)067[0457:ttoeci]2.0.co;2

Cited by 41 publications

(8 citation statements)

References 14 publications

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“…Only by bridging the gaps in our understanding and making transparent the complicated issues that generate conflict, as well as affective and cognitive processes tied to the acceptance or rejection of evolution, will we begin closing the chasm between what evolution represents to the scientific community and what the public thinks it is. Thus, we may move students closer to the level of scientific literacy embraced by the standards movement (Abd‐al‐Khalick & Akerson, 2003; Baker, ; Goldston & Kyzer, ; Hokayem & BouJaoude, ; Moore & Kraemer, ; Oliveira et al., ).…”

Section: Resultsmentioning

confidence: 99%

“…In fact, some recommended approaches have yet to be fully developed to present a clear, meaningful direction for improvement of acceptance of evolution among students and teachers alike. Moore notes on multiple occasions that we are in the grips of an "educational malpractice" epidemic that is unlikely to change without concerted effort on the part of teacher education programs and teachers alike (Moore, ; Moore & Kraemer, ).…”

Section: Resultsmentioning

confidence: 99%

“…Since public schools represent only a portion of each state's school population, Moore and others noted that sampling only public schools is problematic to the application of study results to other schools (Asghar, Wiles, & Alters, ; Moore, ). Other nonrepresentative population issues were experienced in studies by Moore and Kraemer () whose study sample consisted of science teachers at a national conference. Wiles and Alters’ () sample was taken from exceptional education students by invitation from the only governor's school program.…”

Section: Critical Analysis Of the Literaturementioning

confidence: 99%

“…The approach taken in classrooms regarding the teaching of evolution falls short of the level of rigor required for scientific literacy. There exist too many conflicting facets such as pressure from standards and school boards to teach evolution and resistance and pressure to avoid teaching evolution from parents, churches, and in some cases, states themselves (Goldston & Kyzer, ; Moore, ; Moore & Kraemer, ). The result is the omission of evolution or watering down of evolution topics in the classroom by including nonscientific elements such as creationism or intelligent design as scientific alternatives to evolution (Berkman & Plutzer, ; Bowman, ; Moore, ), both of which have been shown to have a negative effect on evolution understanding when students enter college (Moore, Cotner, & Bates, ).…”

Section: Critical Analysis Of the Literaturementioning

confidence: 99%

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U.S. Science Teaching and Learning of Evolution: A Critical Review of the Literature 2000-2014

Glaze

Goldston

2015

Sci. Ed.

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This critical analysis examined research on evolution in the United States between the years 2000-2014, spanning early classroom implementation of the National Science Education Standards to current research findings. First, we sought to understand how the research literature published between 2000 and 2014 contributed to knowledge of evolution education as well as areas required to further illuminate our understanding of evolutionary acceptance and rejection. Two hundred thirteen studies were reviewed using identified criteria that included the approach to teaching, attitudes and perceptions, religiosity, and proposed teaching methods, with particular emphasis on evolution teaching and learning. Following multiple rounds of article examination, seven general directions appear to be present in evolution education research: (1) approach to evolution in the classroom; (2) knowledge, understanding, and acceptance of evolution; (3) attitudes and perceptions of evolution; (4) factors impacting the teaching and learning of evolution; (5) evolution conflict and coping strategies; (6) evolution and religiosity; and (7) proposed evolution teaching method, courses, and assessment. The analysis pointed to four areas in need of further exploration: (1) elaboration on how worldview affects acceptance; (2) exploration of specific factors (intrinsic and extrinsic) that influence the acceptance of evolution; (3) examination of experiences to define these factors, especially among preservice teachers; and (4) exploration of evolution acceptance across geographical regions of the United States.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Critical Analysis Of the Literaturementioning

confidence: 99%

Section: Critical Analysis Of the Literaturementioning

confidence: 99%

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U.S. Science Teaching and Learning of Evolution: A Critical Review of the Literature 2000-2014

Glaze

Goldston

2015

Sci. Ed.

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“…Whereas some teachers explicitly avoid discussion of controversies between religion and science, others are more willing to raise these issues and view them as important for their students' intellectual growth (Griffith and Brem, 2004). Science teachers also vary widely in the amount of instructional time that they dedicate to evolution and creationism and are quite diverse in their own personal positions regarding these topics (Berkman et al., 2008; Moore and Kraemer, 2005; Rutledge and Mitchell, 2002).…”

Section: Literature Reviewmentioning

confidence: 99%

The educational emphases of science teachers in US Evangelical Protestant high schools

Cheng

2019

International Journal of Christianity & Education

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I examine the levels of educational emphases that science teachers in Evangelical Protestant (EP) schools place on (i) teaching basic content knowledge, (ii) improving scientific reasoning skills, and (iii) presenting real-world applications of science. Using a nationally representative sample of US ninth-graders, I find differences in these educational emphases between science teachers in EP schools and science teachers in secular private, Catholic, and public schools. I also find suggestive evidence that differences in STEM-related student outcomes across school sectors, which have been demonstrated in prior research, are associated with cross-sector differences in the emphases of science teachers.

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Accepting, understanding, teaching, and learning (human) evolution: Obstacles and opportunities

Pobiner

2016

American J Phys Anthropol

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Questions about our origin as a species are universal and compelling. Evolution-and in particular human evolution-is a subject that generates intense interest across the world, evidenced by the fact that fossil and DNA discoveries grace the covers of major science journals and magazines as well as other popular print and online media. However, virtually all national polls indicate that the majority of Americans strongly reject biological evolution as a fact-based, well-tested, and robust understanding of the history of life. In the popular mind, no topic in all of science is more contentious or polarizing than evolution and media sources often only serve to magnify this polarization by covering challenges to the teaching of evolution. In the realm of teaching, debates about evolution have shaped textbooks, curricula, standards, and policy. Challenges to accepting and understanding evolution include mistrust and denial of science, cognitive obstacles and misconceptions, language and terminology, and a religious worldview, among others. Teachers, who are on the front lines of these challenges, must be armed with the tools and techniques to teach evolution in formal education settings across grades K-16 in a straightforward, thorough, and sensitive way. Despite the potentially controversial topic of human evolution, growing research is demonstrating that a pedagogical focus on human examples is an effective and engaging way to teach core concepts of evolutionary biology. Am J Phys Anthropol 159:S232-S274,

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The Teaching of Evolution & Creationismin Minnesota

Cited by 41 publications

References 14 publications

U.S. Science Teaching and Learning of Evolution: A Critical Review of the Literature 2000-2014

U.S. Science Teaching and Learning of Evolution: A Critical Review of the Literature 2000-2014

The educational emphases of science teachers in US Evangelical Protestant high schools

Accepting, understanding, teaching, and learning (human) evolution: Obstacles and opportunities

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