| Autor: |
Jason R. Wingert, Gennie M. Bassett, Caitlin E. Terry, Kedai Cheng, Jimin Lee |
| Jazyk: |
angličtina |
| Rok vydání: |
2023 |
| Předmět: |
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| Zdroj: |
Evolution: Education and Outreach, Vol 16, Iss 1, Pp 1-17 (2023) |
| Druh dokumentu: |
article |
| ISSN: |
1936-6434 |
| DOI: |
10.1186/s12052-023-00186-6 |
| Popis: |
Abstract Background Creationist religious views have a large influence on the public’s views and learning related to evolution, especially human evolution. Creationism has been shown to reinforce students’ design teleological stance, which creates a challenging conceptual obstacle for learning evolution. The purpose of the current study was to determine if students with creationist views responded differently to education intended to directly challenge design teleological reasoning in the context of a human evolution course, compared to students with naturalist views. In a convergent mixed methods design this study combined pre- and post-semester quantitative survey data (N = 48) on student endorsement of teleological reasoning, acceptance of evolution (Inventory of Student Evolution Acceptance), and understanding of natural selection (Conceptual Inventory of Natural Selection), with a thematic analysis of student reflective writing on their understanding and acceptance of natural selection and teleological reasoning. Results This study found that students with creationist views had higher levels of design teleological reasoning and lower levels of acceptance of evolution at the beginning of the semester, compared to students with naturalist views (p |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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Full text from SpringerLink