Evolution Acceptance and Epistemological Views of College Biology Students

• In Event: Perspectives on Students

Abstract

Evolutionary theory is central to biology, and scientifically-accurate evolution instruction is promoted within national standards documents. Previous literature has identified students’ epistemological views as potential predictors of evolution acceptance. The present work investigates how college students’ evolution acceptance is related to the Perry developmental levels for three groups of students: upper-level majors, first-year majors, and non-majors. A mixed methods approach entailing quantitative surveys and individual interviews was employed. In total 395 college level biology students from three classes were surveyed, and 44 students were interviewed. Statistical analyses revealed significant evolution acceptance differences according to both main factors, Perry Level and Class. Potential implications for undergraduate science educators are discussed.

Authors

• Lisa A. Borgerding Donnelly, Kent State University

• Elizabeth H. Anderson, Kent State University

• Hasan Deniz, University of Nevada - Las Vegas