Academic preparation in biology and advocacy for teaching evolution: Biology versus non-biology teachers.

Autor/inn/en	Nehm, Ross H.; Kim, Sun Young; Sheppard, Keit
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 Link als defekt meldenVerfügbarkeit
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