ERIC Number: EJ785176
Record Type: Journal
Publication Date: 2007-Oct
Reference Count: 0
Does Increasing Biology Teacher Knowledge of Evolution and the Nature of Science Lead to Greater Preference for the Teaching of Evolution in Schools?
Nehm, Ross H.; Schonfeld, Irvin Sam
Journal of Science Teacher Education, v18 n5 p699-723 Oct 2007
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.
Descriptors: Evolution, Teacher Characteristics, Scientific Principles, Biology, Science Teachers, Misconceptions, Secondary School Teachers, Program Attitudes, Attitude Change, Program Effectiveness, Creationism, Educational Objectives, Teacher Education
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: email@example.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A