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Journal of Science Teacher Education

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01.10.2007

Does Increasing Biology Teacher Knowledge of Evolution and the Nature of Science Lead to Greater Preference for the Teaching of Evolution in Schools?

verfasst von: Ross H. Nehm, Irvin Sam Schonfeld

Erschienen in: Journal of Science Teacher Education | Ausgabe 5/2007

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Abstract

This study investigated whether or not an increase in secondary science teacher knowledge about evolution and the nature of science gained from completing a graduate-level evolution course was associated with greater preference for the teaching of evolution in schools. Forty-four precertified secondary biology teachers participated in a 14-week intervention designed to address documented misconceptions identified by a precourse instrument. The course produced statistically significant gains in teacher knowledge of evolution and the nature of science and a significant decrease in misconceptions about evolution and natural selection. Nevertheless, teachers’ postcourse preference positions remained unchanged; the majority of science teachers still preferred that antievolutionary ideas be taught in school.

Vorheriger Artikel Science Teacher Educators as a Community of Practice

Nächster Artikel The Learning Research Cycle: Bridging Research and Practice

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Titel: Does Increasing Biology Teacher Knowledge of Evolution and the Nature of Science Lead to Greater Preference for the Teaching of Evolution in Schools?
verfasst von: Ross H. Nehm
Irvin Sam Schonfeld
Publikationsdatum: 01.10.2007
Verlag: Springer Netherlands
Erschienen in: Journal of Science Teacher Education / Ausgabe 5/2007
Print ISSN: 1046-560X
Elektronische ISSN: 1573-1847
DOI: https://doi.org/10.1007/s10972-007-9062-7

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