The Differing Perceptions of Teachers & Students Regarding Teachers' Emphasis on Evaluation in High School Biology Classrooms

Autor/in	Moore, Randy
Titel	The Differing Perceptions of Teachers & Students Regarding Teachers' Emphasis on Evaluation in High School Biology Classrooms
Quelle	In: American Biology Teacher, 69 (2007) 5, S.268-271 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-7685
Schlagwörter	Public Schools; Creationism; Biology; Evolution; Science Instruction; High Schools; Teacher Attitudes; Science Teachers; Student Attitudes; Minnesota + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Schöpfungstheologie; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; High school; Oberschule; Lehrerverhalten; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Schülerverhalten
Abstract	In a sample of 107 biology teachers from Minnesota's public schools, most teachers claimed that they emphasize evolution and allocated little or no time to creationism in the classes. However, in a sample of 685 students from Minnesota's public schools, students claimed that their teachers allocated much less time to evolution and much more time to creationism. Approximately 20-25% of biology teachers emphasized creationism in their courses, and more than 80% of students wanted the same or more coverage of evolution and creationism in their classes. The discrepant claims of students and teachers about the teaching of evolution are discussed relative to the ongoing popularities of creationism and evolution among biology teachers. (Author).
Anmerkungen	National Association of Biology Teachers. 12030 Sunrise Valley Drive #110, Reston, VA 20191. Tel: 800-406-0775; Tel: 703-264-9696; Fax: 703-264-7778; e-mail: publication@nabt.org; Web site: http://www.nabt.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10