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Educators Of Prospective Teachers Hesitate To Embrace Evolution Due To Deficient Understanding Of Science/Evolution And High Religiosity, Guillermo Paz-Y-Miño-C, Avelina Espinosa
Educators Of Prospective Teachers Hesitate To Embrace Evolution Due To Deficient Understanding Of Science/Evolution And High Religiosity, Guillermo Paz-Y-Miño-C, Avelina Espinosa
Arts & Sciences Faculty Publications
Acceptance of evolution by educators of prospective teachers remains superficially studied despite their role in having mentored schoolteachers whose weak support of evolution is known. Here, we contrast the views of New England educators of prospective teachers (n = 62; 87% Ph.D./doctorate holders in 32 specializations) with those of the general faculty (n = 244; 93% Ph.D./doctorate holders in 40 disciplines), both members of 35 colleges and universities, and with college students (n = 827; subsample of the 35 institutions) who were polled on: (1) the controversy evolution vs. creationism vs. intelligent design (ID), (2) their understanding of how science/evolution …
New England Faculty And College Students Differ In Their Views About Evolution, Creationism, Intelligent Design, And Religiosity, Guillermo Paz-Y-Miño C, Avelina Espinosa
New England Faculty And College Students Differ In Their Views About Evolution, Creationism, Intelligent Design, And Religiosity, Guillermo Paz-Y-Miño C, Avelina Espinosa
Arts & Sciences Faculty Publications
Public acceptance of evolution in Northeastern U.S. is the highest nationwide, only 59%. Here, we compare perspectives about evolution, creationism, intelligent design (ID), and religiosity between highly educated New England faculty (n = 244; 90% Ph.D. holders in 40 disciplines at 35 colleges/universities) and college students from public secular (n = 161), private secular (n = 298), and religious (n = 185) institutions: 94/3% of the faculty vs. 64/14% of the students admitted to accepting evolution openly and/or privately, and 82/18% of the faculty vs. 58/42% of the students thought that evolution is definitely true or probably true, respectively. Only …
Assessment Of Biology Majors’ Versus Nonmajors’ Views On Evolution, Creationism, And Intelligent Design, Guillermo Paz-Y-Mino C., Avelina Espinosa
Assessment Of Biology Majors’ Versus Nonmajors’ Views On Evolution, Creationism, And Intelligent Design, Guillermo Paz-Y-Mino C., Avelina Espinosa
Arts & Sciences Faculty Publications
The controversy around evolution, creationism, and intelligent design resides in a historical struggle between scientific knowledge and popular belief. Four hundred seventy-six students (biology majors n=237, nonmajors n=239) at a secular liberal arts private university in Northeastern United States responded to a five-question survey to assess their views about: (1) evolution, creationism, and intelligent design in the science class; (2) students’ attitudes toward evolution; (3) students’ position about the teaching of human evolution; (4) evolution in science exams; and (5) students’ willingness to discuss evolution openly. There were 60.6% of biology majors and 42% of nonmajors supported the exclusive teaching …
Acceptance Of Evolution Increases With Student Academic Level: A Comparison Between A Secular And A Religious College, Guillermo Paz-Y-Mino C., Avelina Espinosa
Acceptance Of Evolution Increases With Student Academic Level: A Comparison Between A Secular And A Religious College, Guillermo Paz-Y-Mino C., Avelina Espinosa
Arts & Sciences Faculty Publications
Acceptance of evolution among the general public, high schools, teachers, and scientists has been documented in the USA; little is known about college students’ views on evolution; this population is relevant since it transits from a high-school/parent-protective environment to an independent role in societal decisions. Here we compare perspectives about evolution, creationism, and intelligent design (ID) between a secular (S) and a religious (R) college in the Northeastern USA. Interinstitutional comparisons showed that 64% (mean S + R) biology majors vs. 42/62% (S/R) nonmajors supported the exclusive teaching of evolution in science classes; 24/29% (S/R) biology majors vs. 26/38% (S/R) …