Using a Reconciliation Module Leads to Large Gains in Evolution Acceptance.

Autor:	Lindsay J; Department of Biology, Monte L. Bean Museum., Arok A; Department of Biology, Monte L. Bean Museum., Bybee SM; Department of Biology, Monte L. Bean Museum., Cho W; Department of Biology, Point Loma Nazarene University, San Diego, CA 92106., Cordero AM; Department of Biology, Point Loma Nazarene University, San Diego, CA 92106., Ferguson DG; Department of Biology, Monte L. Bean Museum., Galante LL; School of Science and Engineering, Colorado Christian University, Lakewood, CO 80226., Gill R; Department of Biology, Monte L. Bean Museum., Mann M; School of Theology and Christian Ministry, Point Loma Nazarene University, San Diego, CA 92106., Peck SL; Department of Biology, Monte L. Bean Museum., Shively CL; Department of Biology, Monte L. Bean Museum., Stark MR; Department of Physiology and Developmental Biology, Brigham Young University, Provo, UT 84602., Stowers JA; Department of Biology, Monte L. Bean Museum., Tenneson M; Department of Natural and Applied Sciences, Evangel University, Springfield, MO 65802., Tolman ER; *Department of Plant and Wildlife Sciences, Brigham Young University, Provo, UT 84602., Wayment T; Comparative Arts and Letters, Brigham Young University, Provo, UT 84602., Jensen JL; Department of Biology, Monte L. Bean Museum.
Jazyk:	angličtina
Zdroj:	CBE life sciences education [CBE Life Sci Educ] 2019 Dec; Vol. 18 (4), pp. ar58.
DOI:	10.1187/cbe.19-04-0080
Abstrakt:	Too many students reject the theory of evolution because they view it as incompatible with their religious beliefs. Some have argued that abandoning religious belief is the only way to help religious individuals accept evolution. Conversely, our data support that highlighting faith/evolution compatibility is an effective means to increase student acceptance. We surveyed students enrolled in entry-level biology courses at four religiously affiliated institutions. At each university, teachers gave students a presentation that demonstrated potential compatibility between evolution and faith within the teachings of each university's respective religious affiliation. Students were asked to evaluate their own beliefs about evolution both before and after this instruction. After instruction at each university, students showed significant gains in evolution acceptance without abandoning their religious beliefs. These results demonstrate that giving religious students the opportunity to reconcile their religious beliefs with the theory of evolution under the influence of intentional instruction on the compatibility of belief and evolution can lead to increased evolution acceptance among religious students.
Databáze:	MEDLINE
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