Changes in Acceptance of Evolution and Associated Factors During a Year of Introductory Biology

• In Event: 67.069 - Sheraton Roundtable 14 - Osgoode Ballroom
  In Roundtable Session: 67.069-3 - Roundtable: Research on Science Learning and Higher Education

Abstract

This study investigates factors associated with evolution acceptance (EA) over the course of a year-long university introductory biology sequence. Regressions on measures of normalized change revealed that as knowledge of the Nature of Science (NOS) increased, EA increased. Increasing levels of genetic literacy and evolutionary knowledge were also significantly associated with increases in EA. We examined the longitudinal effect of combining factors into unified models of EA. From fall to spring, the influence of student knowledge of NOS on EA increased, as did the influence of genetic literacy. Conversely, the influence of religious variables decreased. Our results indicate that as students learn more about the nature of science, they may rely more on scientific explanations for natural phenomena.

Authors

• Ryan Dunk, Syracuse University

• Jason Wiles, Syracuse University