Secondary School Learners' Response to the Teaching of Evolution in Limpopo Province, South Africa

Autor/inn/en	Mpeta, M.; de Villiers, J. J. R.; Fraser, W. J.
Titel	Secondary School Learners' Response to the Teaching of Evolution in Limpopo Province, South Africa
Quelle	In: Journal of Biological Education, 49 (2015) 2, S.150-164 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2014.914555
Schlagwörter	Foreign Countries; Secondary School Students; Secondary School Science; Science Instruction; Evolution; Student Attitudes; Religion; Biology; Questionnaires; Grade 12; Inferences; Age Differences; Controversial Issues (Course Content); Likert Scales; Statistical Analysis; Student Characteristics; Hermeneutics; South Africa + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerverhalten; Biologie; Fragebogen; School year 12; 12. Schuljahr; Schuljahr 12; Inference; Inferenz; Age; Difference; Age difference; Altersunterschied; Controversial issues; Kontroverse; Likert-Skala; Statistische Analyse; Hermeneutik; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	One of the major causes of the problems affecting evolution education is a lack of acceptance of this concept, particularly by some people who have strongly entrenched religious beliefs. This paper reports on a section of a study which explored the influence of the beliefs of learners in some secondary schools from the Vhembe District in the northern Limpopo Province, South Africa, on the teaching and learning of biological evolution. A questionnaire was administered to Grade 12 learners studying life sciences to which 348 responded. Data were analysed to provide descriptive and inferential data for analysis. Findings indicated moderate acceptance of evolution by the learners. Some of the factors which showed an association with learners' acceptance included: learners' religious beliefs, age and the time since they had first heard of evolution. Although some learners experienced conflict between their religious beliefs and evolution, the findings showed that most were willing to learn about it. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01