U.S. Science Teaching and Learning of Evolution: A Critical Review of the Literature 2000-2014.

Autor/inn/en	Glaze, Amanda L.; Goldston, M. Jenice
Titel	U.S. Science Teaching and Learning of Evolution: A Critical Review of the Literature 2000-2014.
Quelle	In: Science education, 99 (2015) 3, S. 500-518Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0036-8326; 1098-237X
DOI	10.1002/sce.21158
Schlagwörter	Literaturanalyse; Naturwissenschaftlicher Unterricht; USA
Abstract	This critical analysis examined research on evolution in the United States between the years 2000-2014, spanning early classroom implementation of the National Science Education Standards to current research findings. First, we sought to understand how the research literature published between 2000 and 2014 contributed to knowledge of evolution education as well as areas required to further illuminate our understanding of evolutionary acceptance and rejection. Two hundred thirteen studies were reviewed using identified criteria that included the approach to teaching, attitudes and perceptions, religiosity, and proposed teaching methods, with particular emphasis on evolution teaching and learning. Following multiple rounds of article examination, seven general directions appear to be present in evolution education research: (1) approach to evolution in the classroom; (2) knowledge, understanding, and acceptance of evolution; (3) attitudes and perceptions of evolution; (4) factors impacting the teaching and learning of evolution; (5) evolution conflict and coping strategies; (6) evolution and religiosity; and (7) proposed evolution teaching method, courses, and assessment. The analysis pointed to four areas in need of further exploration: (1) elaboration on how worldview affects acceptance; (2) exploration of specific factors (intrinsic and extrinsic) that influence the acceptance of evolution; (3) examination of experiences to define these factors, especially among preservice teachers; and (4) exploration of evolution acceptance across geographical regions of the United States.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Kassel
Update	2017/4