Academic Preparation in Biology and Advocacy for Teaching Evolution: Biology versus Non-Biology Teachers

Autor/inn/en	Nehm, Ross H.; Kim, Sun Young; Sheppard, Keith
Titel	Academic Preparation in Biology and Advocacy for Teaching Evolution: Biology versus Non-Biology Teachers
Quelle	In: Science Education, 93 (2009) 6, S.1122-1146 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
Schlagwörter	Evolution; Teacher Characteristics; Scientific Principles; Knowledge Level; Creationism; Biology; Pedagogical Content Knowledge; Teacher Surveys; Beliefs; Comparative Analysis; Teacher Certification; Individual Differences + Suchen Sie Ihr Suchwort? Wissensbasis; Schöpfungstheologie; Biologie; Pädagogische Kompetenz; Belief; Glaube; Individueller Unterschied
Abstract	Despite considerable focus on evolution knowledge-belief relationships, little research has targeted populations with strong content backgrounds, such as undergraduate degrees in biology. This study (1) measured precertified biology and non-biology teachers' (n = 167) knowledge of evolution and the nature of science; (2) quantified teacher preferences for the teaching of creationism in schools; (3) examined the associations among knowledge and belief variables; and (4) contrasted the knowledge and beliefs of prospective biology teachers with those of non-biology teachers. Methodologically, teacher knowledge was quantified by using three measures and studied in relation to certification area, self-reported religiosity, personal conflict concerning science and religion, and completion of an evolution course. We found (1) generally low levels of knowledge of evolution and the nature of science--and high misconception magnitudes--in both biology and non-biology teachers; (2) comparable antievolutionary positions in biology and non-biology teachers: nearly half of the teachers in both groups advocated for the inclusion of creationism in school; (3) weak association between knowledge and preference/belief variables; and (4) no difference in preference for teaching creationism between those teachers who had taken an evolution course and those who had not. Overall, biology and non-biology teachers were found to display "mixed" and "novice naturalistic" evolutionary reasoning patterns. (Contains 2 tables and 4 figures.) (As Provided).
Anmerkungen	John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10