Evolution vs. Creationism in the Classroom: the Lasting Effects of Science Education. Program on Education Policy and Governance Working Papers Series. PEPG 22-01

Autor/in	Arold, Benjamin W.
Institution	Harvard University, Program on Education Policy and Governance
Titel	Evolution vs. Creationism in the Classroom: the Lasting Effects of Science Education. Program on Education Policy and Governance Working Papers Series. PEPG 22-01
Quelle	(2022), (109 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Evolution; Creationism; Science Education; Religion; Political Issues; Knowledge Level; Course Content; Beliefs; Attitudes; Educational Change; Sciences; Attitude Change; State Standards; Public Schools; Educational History; Career Choice; Occupations; High Schools; Secondary School Science; High School Students; General Social Survey; National Assessment of Educational Progress; American Community Survey + Suchen Sie Ihr Suchwort? Schöpfungstheologie; Naturwissenschaftliche Bildung; Politischer Faktor; Wissensbasis; Kursprogramm; Belief; Glaube; Attitude; Einstellung; Verhalten; Bildungsreform; Science; Wissenschaft; Attitudinal change; Einstellungsänderung; Public school; Öffentliche Schule; History of education; Bildungsgeschichte; Beruf; Berufsumfeld; High school; Oberschule; High schools; Student; Students; Schüler; Schülerin; Studentin
Abstract	Anti-scientific attitudes can impose substantial costs on societies. Can schools be an important agent in mitigating the propagation of such attitudes? This paper investigates the effect of the content of science education on anti-scientific attitudes, knowledge, and choices. The analysis exploits staggered reforms that reduce or expand the coverage of evolution theory in US state science education standards. I compare adjacent cohorts in models with state and cohort fixed effects and conduct fine-grained placebo tests to rule out scientific, religious and political confounders. There are three main results. First, expanded evolution coverage increases students' knowledge about evolution. Second, the reforms translate into greater evolution belief in adulthood, but do not crowd out religiosity or affect political attitudes. Third, the reforms affect high-stakes life decisions, namely the probability of working in life sciences. (As Provided).
Anmerkungen	Program on Education Policy and Governance. Harvard University, Kennedy School of Government, 79 John F. Kennedy Street, Taubman 304, Cambridge, MA 02138. Tel: 617-495-7976; Fax: 617-496-4428; e-mail: pepg@fas.harvard.edu; Web site: https://www.hks.harvard.edu/centers/taubman/programs-research/pepg
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01