Why Don’t People Think Evolution Is True? Implications for Teaching, In and Out of the Classroom

Abstract

The causes of non-acceptance of evolution are groupable into five categories: inadequate understanding of the empirical evidence and the content of modern evolutionary theory, inadequate understanding of the nature of science, religion, various psychological factors, and political and social factors. This multiplicity of causes is not sufficiently appreciated by many scientists, educators, and journalists, and the widespread rejection of evolution is a much more complicated problem than many of these frontline practitioners think it is. Solutions to the widespread non-acceptance of evolution must therefore involve not just further resolution of the "religion vs. science" controversy. They must also involve better communication of empirical evidence for evolution, more effective explication of the nature of science, and explicitly addressing the numerous significant psychological obstacles that evolution presents to many (perhaps most) people. There is no clear roadmap to how to do all of this, but some practical recommendations include (1) more research on why and when different people accept or do not accept evolution when they are exposed to it, especially the role of "scientific" vs. "affective" causes for non-acceptance, and also on apparently deeply rooted psychological obstacles to acceptance.(2) A more explicit approach to explication and understanding of the causes for non-acceptance of evolution should support the often-stated goal of understanding "where students are" prior to implementing the kind of approaches frequently advocated for teaching evolution.(3) Integration of multiple educational perspectives and academic disciplines to support application of pedagogical strategies in actual educational settings. (4) Increased development and application of approaches to evolution education in settings beyond the K-16 classroom, such as museums, nature centers, zoos, parks, and aquaria.

Evolution acceptance among pre-service primary teachers

“…It has also been reported that the intermediate positions, between creation only and evolution, are perceived suspiciously by some (Allmon 2011;Preseten and Epley 2009). Allmon (2011) states that the 'accommodated positions' (intermediate positions) have critics from both, religious and non-religious, sides.…”

“…Although most leaders of mainstream religion have largely acknowledged that there is no substantial conflict between the ToE and their religious percepts (Zimmerman 2010) many individuals still have issues with accepting the ToE (Mansour 2008;Smith 2010 a, b;Allmon 2011) and relating it to their religious views (Meadows, Doster and Jackson 2000;Chandi and Mancy 2011).…”

“…But Allmon (2011), while recognising that the religious factor is an important influence on people's views, did not consider it the only or even the main reason for resistance. Rather he believed that it interacts in complex ways with many other factors.…”

“…Several classifications of the causes have been proposed in educational research (e.g. Smith 2010a; Wiles and Alters 2011;Allmon 2011). According to Allmon (2011), the multiplicity of causes behind non-acceptance, is not really appreciated by frontline practitioners including scientists, educators, teachers, exhibit designers, film makers and journalists and are not reflected in the material they produce about the ToE.…”

Evolutionary remnants as widely accessible evidence for evolution: the structure of the argument for application to evolution education

“…As Shtulman (2006) notes, this may not be a deeplyconsidered response, because "those who do not endorse the claim that Darwin's theory of evolution has been well supported by evidence tend to endorse the alternative claim (i.e., that Darwin's theory of evolution has not been well supported by evidence) rather than plead ignorance". Furthermore, lack of knowledge of the evidence for evolution is clearly not necessarily the only, or even the most important, reason for lack of acceptance of evolution (Allmon 2011;Shtulman 2011;Nadelson 2012, 2013;Rosengren et al 2012;Dunk et al 2017). …”