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Teaching evolution: challenging religious preconceptions.

Eric C Lovely¹, Linda C Kondrick

¹*Department of Biology and Department of Physical Science, Arkansas Tech University, Russellville, AR 72801, USA.

Integrative and Comparative Biology

|June 15, 2011

Summary

Teaching evolution in college biology courses can be controversial. While some students shift toward scientific viewpoints, increased education on evolutionary processes doesn't always change undecided students' views on human ancestry.

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Area of Science:

Biology Education
Evolutionary Science
Nature of Science

Background:

Teaching the nature of science, including evolution, can be contentious in higher education.
Student reactions to evolution range from acceptance to rejection, sometimes leading to classroom disruptions.

Purpose of the Study:

To investigate how college students' views on evolution change after a semester of instruction.
To analyze the impact of evolution education on students' understanding of scientific concepts versus creationist viewpoints.

Main Methods:

Surveyed 538 students at a public liberal arts college.
Administered pre/post course surveys to track changes in responses related to the Theory of Evolution.
Analyzed shifts in viewpoints on questions consistent or inconsistent with evolution.

Main Results:

Many undecided students shifted their viewpoints after instruction.
Increased education on evolutionary evidence and mechanisms did not consistently lead to scientific viewpoints.
A 'wedge' effect was observed in students undecided about human ancestry, with half adopting scientific views and half adopting creationist views.

Conclusions:

Evolution education can influence student viewpoints, but not always toward a scientific consensus.
Student responses to evolution education are complex, with some remaining resistant or shifting to non-scientific perspectives.
The study highlights the challenges in reconciling evolution education with deeply held beliefs.