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Autor/inn/en | Nehm, Ross H.; Kim, Sun Young; Sheppard, Keit |
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Titel | Academic preparation in biology and advocacy for teaching evolution: Biology versus non-biology teachers. |
Quelle | In: Science education, 93 (2009) 6, S. 1122-1146Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
ISSN | 0036-8326; 1098-237X |
DOI | 10.1002/sce.20340 |
Schlagwörter | Wissen; Vergleich; Begriffsbildung; Einstellung (Psy); Fehlvorstellung; Lehrer; Fachdidaktik; Biologie; Biologieunterricht; Evolutionstheorie; Naturwissenschaften; Naturwissenschaftliches Denken; Schöpfung; Fehlkonzept |
Abstract | Despite considerable focus on evolution knowledge-belief relationships, little research has targeted populations with strong content backgrounds, such as undergraduate degrees in biology. This study (1) measured precertified biology and non-biology teachers' (n = 167) knowledge of evolution and the nature of science; (2) quantified teacher preferences for the teaching of creationism in schools; (3) examined the associations among knowledge and belief variables; and (4) contrasted the knowledge and beliefs of prospective biology teachers with those of non-biology teachers. Methodologically, teacher knowledge was quantified by using three measures and studied in relation to certification area, self-reported religiosity, personal conflict concerning science and religion, and completion of an evolution course. We found (1) generally low levels of knowledge of evolution and the nature of science-and high misconception magnitudes-in both biology and non-biology teachers; (2) comparable antievolutionary positions in biology and non-biology teachers: nearly half of the teachers in both groups advocated for the inclusion of creationism in school; (3) weak association between knowledge and preference/belief variables; and (4) no difference in preference for teaching creationism between those teachers who had taken an evolution course and those who had not. Overall, biology and non-biology teachers were found to display "mixed" and "novice naturalistic" evolutionary reasoning patterns. |
Erfasst von | Arbeitsgruppe Didaktik der Physik, Universität Kassel |
Update | 2011/4 |