Publications and Research
Does increasing biology teacher knowledge of evolution and the nature of science lead to greater advocacy for the teaching of evolution in schools?
This study investigated whether or not an increase in secondary science teacher knowledge about evolution and the nature of science gained from completing a graduate-level evolution course was associated with greater preference for the teaching of evolution in schools. Forty-four precertified secondary biology teachers participated in a 14-week intervention designed to address documented misconceptions identified by a precourse instrument. The course produced statistically significant gains in teacher knowledge of evolution and the nature of science and a significant decrease in misconceptions about evolution and natural selection. Nevertheless, teachers' postcourse preference positions remained unchanged; the majority of science teachers still preferred that antievolutionary ideas be taught in school.
Biology Commons, Educational Psychology Commons, Evolution Commons, Psychology Commons, Science and Mathematics Education Commons, Secondary Education and Teaching Commons
This work was originally published in Journal of Science Teacher Educagtion, available at doi: 10.1007/s10972-007-9062-7