A Review of Research Instruments Assessing Levels of Student Acceptance of Evolution

Autor/in	Yasri, Pratchayapong
Titel	A Review of Research Instruments Assessing Levels of Student Acceptance of Evolution
Quelle	In: Asia-Pacific Forum on Science Learning and Teaching, 15 (2014) 2, Artikel 8 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1609-4913
Schlagwörter	Evolution; Measures (Individuals); Student Attitudes; Scientific Attitudes; Classification; Biology; Statistical Analysis; Qualitative Research + Suchen Sie Ihr Suchwort? Messdaten; Schülerverhalten; Classification system; Klassifikation; Klassifikationssystem; Biologie; Statistische Analyse; Qualitative Forschung
Abstract	Darwin's theory of evolution by means of natural selection, called evolution for short, is perceived as a unifying theme in biology, forming a major part of all biology syllabuses. It is reported that student acceptance of evolution associates with conceptual understandings of biological contents, nature of science, as well as motivations to learn. Studies on student acceptance of evolution have been carried out intensively, contributing to a large number of research instruments assessing different levels of student acceptance. This article therefore aims to review currently used research instruments which include quasi-continuous scales of acceptance, a binary classification scheme commonly used in quantitative studies, a ternary classification scheme commonly used in qualitative studies, and a multi-dimensional classification scheme based on the relationship between evolution and creation. It also provides discussion on advantages and drawbacks of these instruments. In addition, it suggests a preferred instrument which is believed to be able to elicit student levels of acceptance more effectively. (As Provided).
Anmerkungen	Hong Kong Institute of Education. 10 Lo Ping Road, Tai Po, New Territories, Hong Kong. Tel: +011-852-2948-7650; Fax: +011-852-2948-7726; e-mail: apfslt@sci.ied.edu.hk; Web site: http://www.ied.edu.hk/apfslt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01