This investigation explored scientific, religious, and otherwise nonscientific factors that may influence student acceptance of biological evolution and related concepts, how students perceived these factors to have influenced their levels of acceptance of evolution and changes therein, and what patterns arose among students' articulations of how their levels of acceptance of evolution may have changed. This exploration also measured the extent to which students' levels of acceptance changed following a treatment designed to address factors identified as potentially affecting student acceptance of evolution. Acceptance of evolution was measured using the MATE instrument (Rutledge and Warden, 1999; Rutledge and Sadler, 2007) among participants enrolled in a secondary-level academic program during the summer prior to their final year of high school and as they transitioned to the post-secondary level. Student acceptance of evolution was measured to be significantly higher than pre-treatment levels both immediately following and slightly over one year after treatment. Qualitative data from informal questionnaires, from formal course evaluations, and from semi-structured interviews of students engaged in secondary level education and former students at various stages of post-secondary education confirmed that the suspected factors were perceived by participants to have influenced their levels of acceptance of evolution. Furthermore, participant reports provided insight regarding the relative effects they perceived these factors to have had on their evolution acceptance levels. Additionally, many participants reported that their science teachers in public schools had avoided, omitted, or denigrated evolution during instruction, and several of these students expressed frustration regarding what they perceived to have been a lack of education of an important scientific principle. Finally, no students expressed feelings of being offended by having been taught about evolutionary science, and the overwhelming majority of the participants expressed enjoyment of the course and appreciation for having been taught about evolution.

This dissertation examines college student understanding and attitudes toward biological evolution. In ethnographic work, I followed a cohort of 31 students through their required introductory biology class. In interviews, students discuss their life history with the concept - in school, at home, at church, and in their communities. For some Creationist students, confronting evolution in class has meant confronting existential issues regarding both the basis of science and the basis of faith. For other Creationist students, claims of evolution's theoretical strength are eschewed for its direct challenge to their worldview. For most students, science holds minimal interest against other values in their lives. Faculty and policy makers decry this as poor American science literacy which demands change. This work illustrates the gap between "ideal science literacy", and the everyday practices which result in half of Americans rejecting evolution as sound science.

The purpose of this thesis was to analyze the rhetoric of the Creationist-evolutionist textbook controversy. In Chapter II, Leland Griffin's approach to the study of historical movements was used concomitantly with Thomas Kuhn's ideas concerning scientific revolution to explore the first research question: What changes have occurred in the persuasive success rate of the Creationists' textbook battle as it has moved from its stance of "the good versus the evil" toward the stance of the scientist, (including scientific methods of reasoning and observation)?Chapter III explored the second research question: Do the new persuasive tactics, the use of scientific vocabulary, grammar, and forms of argument, provide more effective persuasive persuasive methods than did the earlier approaches. This chapter examined the evolutionary content of secondary school biology textbooks, and in particular, estimated the impact of change in Creationist persuasive tactics used since 1968 upon the content and marketing of secondary biology textbooks. The textbook studies supported the contention that the bifurcated movement has been highly successful. Evolutionary coverage has decreased in biology textbooks since 1968 while biblical creation has seen a definite increase.Currently, however, the two Creationist fronts face a new challenge as their polar views have been observed together in recent legal battles. This polarity in approach has already proven detrimental to the Creationists in recent trials. Chapter IV discussed the implications of this bifurcation of the Creationist Movement. Further, the implications of the current rhetorical crisis were examined. It was recommended that research be continued examining the rhetorical strategies used by the Creationists since 1963. Also, further research in the area of textbook analysis was deemed necessary. / Department of Speech Communication

This study attempts to examine evolutionary theory and creationism objectively without engaging in an apology for or a criticism of either. It compares the presuppositions and assumptions of both systems, and examines the role of faith in religion and in the scientific theory of evolution. After discussing the nature of the scientific method and the development of the theory of evolution, the study explores the dichotomy of faith and reason, the ways in which these operate in theories of intelligent design and theistic evolution, and the question of whether scientific evolutionary theory can be considered to be a secular religion. The thesis argues that acceptance of the scientific theory of evolution is as dependent upon a faith commitment as is adherence to religion, though the type and quality of the two respective faith systems are very different and, therefore, worthy of comparison and contrast. The study concludes that, while science and evolutionary theory share many of the same features and characteristics of faith and presumption, it is presently not appropriate to claim that evolutionary theory is a secular religion, and that when this opinion is asserted it is worthwhile to analyze the motivation, conscious and unconscious, involved. / Thesis (PhD (Dogmatics))--North-West University, Potchefstroom Campus in association with Greenwich School of Theology, U.K., 2013.

This study attempts to examine evolutionary theory and creationism objectively without engaging in an apology for or a criticism of either. It compares the presuppositions and assumptions of both systems, and examines the role of faith in religion and in the scientific theory of evolution. After discussing the nature of the scientific method and the development of the theory of evolution, the study explores the dichotomy of faith and reason, the ways in which these operate in theories of intelligent design and theistic evolution, and the question of whether scientific evolutionary theory can be considered to be a secular religion. The thesis argues that acceptance of the scientific theory of evolution is as dependent upon a faith commitment as is adherence to religion, though the type and quality of the two respective faith systems are very different and, therefore, worthy of comparison and contrast. The study concludes that, while science and evolutionary theory share many of the same features and characteristics of faith and presumption, it is presently not appropriate to claim that evolutionary theory is a secular religion, and that when this opinion is asserted it is worthwhile to analyze the motivation, conscious and unconscious, involved. / Thesis (PhD (Dogmatics))--North-West University, Potchefstroom Campus in association with Greenwich School of Theology, U.K., 2013.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 91-103). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 91-103). Also available on the Internet.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este trabalho explora temas relacionados ao movimento criacionista e sua tensa relação com a teoria da evolução biológica de Charles Darwin a partir da noção popular atualmente difundida de que os conceitos de criação e evolução seriam mutuamente excludentes. O trabalho busca revisar a bibliografia especializada de forma a investigar se tal dicotomia é necessária e/ou epistemologicamente obrigatória, ou seja, se o teísmo ou o cristianismo levam obrigatoriamente a uma rejeição da teoria da evolução, evidenciando um real conflito entre ciência e religião. Para isso, o estudo parte de uma caracterização das diferentes posições criacionistas e evolucionistas e de um breve histórico do movimento criacionista até os dias atuais. No segundo capítulo, exploramos a maneira criacionista de entender hermeneuticamente o livro do Gênesis, tentando apontar os entraves que fazem com que esta visão entre em conflito com a ciência. Após, analisamos o que a teologia através de esforços hermenêuticos tem a dizer sobre o Gênesis, e o que as pesquisas revelam sobre a compreensão do cosmos do povo que escreveu o primeiro livro da Bíblia. Finalmente, no capítulo três, analisaremos as formas de relação que têm sido sugeridas para abordar o binômio ciência/religião e quais pontes de interação podem ser estabelecidas entre a teologia e a ciência evolucionista a partir desta reflexão. Concluiremos indicando o caminho que entendemos ser o mais frutífero para a superação da noção de conflito entre as duas áreas. Este caminho inclui o reconhecimento da natureza teológica e não científica do relato da criação, a separação necessária entre a física e a metafísica ao analisar-se qualquer achado da ciência moderna, e o redescobrimento da doutrina da criação. / This work explores themes related to the creationist movement and its tense relationship with the theory of biological evolution of Charles Darwin, starting from the widespread notion that the concepts of creation and evolution are mutually incompatible. The work aims at reviewing the specialized bibliography in order to investigate if such dichotomy is necessary and/or epistemologically mandatory, that is, whether or not theism or Christianity lead to an obligatory rejection of the theory of evolution, making evident a real conflict between science and religion. To accomplish that, the study begins with a characterization of the different creationist and evolutionist positions and with a brief historical background of the creationist movement up to these days. In the second chapter, we explore the creationist manner of hermeneutically understanding the book of Genesis, trying to point out the obstacles that make this particular view to be in conflict with science. Then, we analyze what theology, through its hermeneutical efforts, has to say about Genesis, and what the research reveals about the understanding of the Cosmos of the people who wrote the first book of the Bible. Finally, in the third chapter, we analyze the forms of relationship that have been suggested to approach the science/religion controversy and what interaction bridges can be established between theology and evolutionary science from this discussion. We conclude by indicating the path we believe to be the most fruitful for overcoming the notion of conflict between the two fields. This path includes the recognition of the theological, and not scientific, nature of the creation account, the necessary separation between physics and metaphysics when analyzing any finding of modern science and the rediscovery of the doctrine of creation.

abstract: Teaching evolution has been shown to be a challenge for faculty, in both K-12 and postsecondary education. Many of these challenges stem from perceived conflicts not only between religion and evolution, but also faculty beliefs about religion, it's compatibility with evolutionary theory, and it's proper role in classroom curriculum. Studies suggest that if educators engage with students' religious beliefs and identity, this may help students have positive attitudes towards evolution. The aim of this study was to reveal attitudes and beliefs professors have about addressing religion and providing religious scientist role models to students when teaching evolution. 15 semi-structured interviews of tenured biology professors were conducted at a large Midwestern universiy regarding their beliefs, experiences, and strategies teaching evolution and particularly, their willingness to address religion in a class section on evolution. Following a qualitative analysis of transcripts, professors did not agree on whether or not it is their job to help students accept evolution (although the majority said it is not), nor did they agree on a definition of "acceptance of evolution". Professors are willing to engage in students' religious beliefs, if this would help their students accept evolution. Finally, professors perceived many challenges to engaging students' religious beliefs in a science classroom such as the appropriateness of the material for a science class, large class sizes, and time constraints. Given the results of this study, the author concludes that instructors must come to a consensus about their goals as biology educators as well as what "acceptance of evolution" means, before they can realistically apply the engagement of student's religious beliefs and identity as an educational strategy. / Dissertation/Thesis / Masters Thesis Biology 2014

Orientadores: Silvia Fernanda de Mendonça Figueroa, Laercio Luis Vendite / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Geociencias / Made available in DSpace on 2018-08-10T13:03:17Z (GMT). No. of bitstreams: 1 Souza_CarinaMerhebdeAzevedo_M.pdf: 1089215 bytes, checksum: df9c0a458b6a2350d552863d0bc2b69b (MD5) Previous issue date: 2008 / Resumo: A pesquisa tem como objetivo conhecer o perfil e as práticas educacionais adotadas por professores de Ensino Médio em relação ao evolucionismo e ao criacionismo. Esta pesquisa foi motivada por minha experiência profissional como professora de Geografia nos Ensinos Fundamental e Médio, o que me levou a perceber certa resistência por parte dos alunos em relação a tais temas e, em decorrência disso, uma dificuldade do professor para ministrar o tema ¿Origem do Universo¿. Foram pesquisados alguns aspectos das estratégias pedagógicas adotadas por professores de História, Geografia e Biologia do Ensino Médio de Campinas e região, atuantes nas redes pública e privada. Para a realização da pesquisa foi elaborado um protocolo de entrevista, usando o modelo semi-estruturado, que procura investigar algumas características das práticas adotadas por esses professores dentro da sala de aula, e o uso das imagens no ensino dessas duas abordagens pelos mesmos / Abstract: This research aims to know the educational profile, and classroom practices related to Evolutionism and Creationism put forward by High school teachers. This study was motivated by the author's professional experience as teacher of geography in High and Elementary School, when she faced resistance from the students, and difficulties to teach the theme ¿Origins of the Universe¿. The research focused on the aspects of educational practices adopted by High School teachers of Biology, Geography, and History working in public, and private schools in Campinas, and region. A questionnaire was developed, and used to investigate some characteristics of the practices adopted by these teachers in classroom, and also the images they eventually use in teaching both theories / Mestrado / Mestre em Ensino e Historia de Ciencias da Terra