What Determines Student Acceptance of Politically Controversial Scientific Conclusions?

Walker, J. D.; Cotner, Sehoya; Wassenberg, Deena; Franta, Gabriel

doi:10.2505/4/jcst17_047_02_46

Cited by 19 publications

(15 citation statements)

References 35 publications

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“…Culturally competent pedagogy uses appropriate strategies to reduce conflicts and obstacles induced by such experiences [18][19][20] . This approach should lead to an increase in both understanding and acceptance of evolution-indeed, in one study, identification with evolution acceptors was found to be the only factor significantly related to change in evolution acceptance 21 .…”

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confidence: 99%

“…Additionally, it is important to investigate whether the influence of various factors associated with evolution acceptance, such as nature of science understanding and religiosity, might change over time. Do these associations remain static in individuals, or does the relative impact of certain factors on an individual's acceptance of evolution change throughout their life and experiences 21,22 ? And within and across populations, have these patterns been stable, or have changes occurred in the influence of these factors over the past 5, 10, or 30 years?…”

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Evolution education is a complex landscape

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Evolution education is a complex landscape

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“…Specifically, students are not compelled to "out" themselves in the traditional large-lecture setting, but the nature of informal group discussions can demand more personal sharing-revelations that can be stressful. Similarly, our work suggests that religious students and politically conservative students may feel less comfortable sharing ideas in classes that emphasize evolution (often considered at odds with religious doctrine; Pobiner et al, 2018) or climate change (the acceptance of which is generally aligned with more liberal ideologies; McCright and Dunlap, 2011;Walker et al, 2017). And group work that requires inperson, out-of-class commitments may be especially difficult for non-traditional students, commuters, or those with full-time work responsibilities.…”

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confidence: 75%

Hidden Identities Shape Student Perceptions of Active Learning Environments

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Active-learning pedagogies represent one suite of tools commonly thought to promote greater classroom inclusivity. However, the social aspects of many active-learning techniques, such as in-class group work, may differentially impact students who feel pressure to conceal certain aspects of their identity, such as sexual orientation, political affiliation, or religion. We used a post-course survey of over 1300 students at a large midwestern University to ascertain which aspects of a student's identity are most salient in their experiences in active-learning environments, especially with respect to group work. Using path analysis, we show that students who are politically conservative, religious, or who commute to campus perceive lower inclusion in active-learning environments, while students who identify as queer report negative experiences in groups. These and other findings lead us to conclude that targeted efforts to improve classroom climate, such as equitable teaching strategies, will benefit students who might feel marginalized in peer-learning environments.

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“…(Crain & Hale, 2019). Hence it is essential to make use of analogy technique to increase students' academic success and teach them scientific knowledge (Walker, Wassemberg, Franta & Cotner, 2017). In addition to that, the activities prepared with the analogy model form the infrastructure of the education system assuring that students gain skills and facilitating the formation of models of other sort (Aragόn, Oliva & Navarrete, 2014).…”

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An activity for gifted and talented students to learn the concept of keystone species

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2020

Participatory Educational Research

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In this study, it is aimed to design an analogy-oriented activity to be used in teaching the concept of keystone species to students. The study was carried out with 25 gifted and talented students aged between 10 and 14 who were registered to the Science and Art Centers around in Turkey ( Istanbul, Izmir, Ankara, Antalya, Mugla, Manisa, Balıkesir, Kayseri). This research was intended for these students to associate the concept of keystone species in environmental education using creative thinking skills with the help of a model. The study can be described as a special case study aiming to produce conclusions about a situation. With the designed activity, it was also aimed to contribute to the learning of the concept of keystone species in a meaningful fashion through carrying out analogy work with the keystone in architectural structures. The results of the activity were evaluated with open-ended questions that the students answered to. It was observed that the students could explain the concept of keystone species by associating it with the keystone used in architecture in line with the definition of the concept. Considering the results of this study, it can be said that gifted and talented students generated an analogy for the keystone species. The designed activity was evaluated at the end of the study in environmental education courses in terms of its applicability. It was found that the developed activity was applicable as it enabled the active participation of the students.

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What Determines Student Acceptance of Politically Controversial Scientific Conclusions?

Cited by 19 publications

References 35 publications

Evolution education is a complex landscape

Evolution education is a complex landscape

Hidden Identities Shape Student Perceptions of Active Learning Environments

An activity for gifted and talented students to learn the concept of keystone species

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