Canadian Pre-Service Elementary Teachers' Conceptions of Biological Evolution and Evolution Education

Autor/inn/en	Asghar, Anila; Wiles, Jason R.; Alters, Brian
Titel	Canadian Pre-Service Elementary Teachers' Conceptions of Biological Evolution and Evolution Education
Quelle	In: McGill Journal of Education, 42 (2007) 2, S.189-209 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0024-9033
Schlagwörter	Evolution; Elementary School Science; Elementary School Students; Elementary School Teachers; Concept Formation; Foreign Countries; Science Instruction; Decision Making; Controversial Issues (Course Content); Religion; Beliefs; Teaching Methods; Knowledge Base for Teaching; Preservice Teachers; Student Attitudes; Canada + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Concept learning; Begriffsbildung; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Decision-making; Entscheidungsfindung; Controversial issues; Kontroverse; Belief; Glaube; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching theory; Theory of teaching; Unterrichtstheorie; Schülerverhalten; Kanada
Abstract	This study explores pre-service elementary school teachers' understandings of evolutionary science and their feelings and concerns about teaching evolution in Canadian elementary schools. Data were collected through a questionnaire and semi-structured interviews. Most participants reported acceptance of evolution as a scientifically factual phenomenon, and almost three quarters of those who accepted evolution reported that they intend to include biological evolution in their elementary science teaching. A landscape of sensitivities related to participants' decisions about teaching evolution emerged, including concerns regarding the religious beliefs of students and their parents, the pre-service teachers' inadequate understanding of evolutionary science, and their lack of knowledge of related pedagogical techniques. This study calls for more effective training of future teachers in evolutionary science and for teachers to be professionally prepared to deal with potential social challenges and pressures regarding the teaching of evolution in elementary schools. (Contains 1 table and 2 notes.) (Author).
Anmerkungen	McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; NOTE: As of the winter issue for 2007 (v.42, n1), this journal will only be available online. Web site: http://mje.mcgill.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10