Lebanese Undergraduate Students' Perceptions of the Tentativeness and Evidence of the Theory of Evolution

Autor/inn/en	Hokayem, Hayat; Fayad, Christelle
Titel	Lebanese Undergraduate Students' Perceptions of the Tentativeness and Evidence of the Theory of Evolution
Quelle	In: Science Education International, 34 (2023) 1, S.35-41 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1450-104X
Schlagwörter	Foreign Countries; Undergraduate Students; Student Attitudes; Evolution; Theories; Evidence; Biology; Majors (Students); Private Colleges; Role of Religion; Scientific Attitudes; Ambiguity (Context); Change; Creationism; Lebanon + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Theory; Theorie; Evidenz; Biologie; Privathochschule; Wandel; Schöpfungstheologie; Libanon
Abstract	Research has previously examined the role of the epistemological background of students in accepting or rejecting the theory of evolution. In this study, the participants were 11 undergraduate biology major students in a private university in Beirut, Lebanon. We collected data through semi-structured interviews, and we extracted the patterns regarding how they perceived tentativeness, what constituted acceptable evidence for them to accept the theory of evolution and the role of religion in their lives. Our findings indicated that, unlike their professor, students uncertain about the theory or rejecting it did so due to the tentative nature of science. They also rejected historical evidence as valid evidence in science, struggled to form a cooperative relationship between evolution and religion and refused common descent because they considered humans as superior organisms. We discuss the implications of those results for curriculum and instruction. (As Provided).
Anmerkungen	International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://www.icaseonline.net/seiweb/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01