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.
Nehm, R., & Schonfeld, I.S. (2007). Does increasing biology teacher knowledge of evolution and the nature of science lead to greater advocacy for the teaching of evolution in schools? Journal of Science Teacher Education, 18, 699-723. doi: 10.1007/s10972-007-9062-7