High school students' perceptions of evolution instruction: Acceptance and evolution learning experiences

Lisa A. Donnelly, Mahsa Kazempour, Aidin Amirshokoohi

Research output: Contribution to journalArticlepeer-review

31 Scopus citations

Abstract

Evolution is an important and sometimes controversial component of high school biology. In this study, we used a mixed methods approach to explore students' evolution acceptance and views of evolution teaching and learning. Students explained their acceptance and rejection of evolution in terms of evidence and conflicts with religion and authority. Students largely supported the teaching of evolution and offered several reasons for its inclusion in high school biology. Students also offered several suggestions for improving evolution instruction. Evolution acceptors' and rejecters' views of evolution teaching and learning differed in a number of respects, and these differences may be explained using border crossing as a theoretical lens. Relevant implications for evolution instruction are discussed.

Original languageEnglish (US)
Pages (from-to)643-660
Number of pages18
JournalResearch in Science Education
Volume39
Issue number5
DOIs
StatePublished - Jan 1 2009

All Science Journal Classification (ASJC) codes

  • Education

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