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Articles 1 - 9 of 9
Full-Text Articles in Education
Faith Development In Eighth-Grade Christian Students Studying Creation-Theory-Based Science: A Phenomenological Study, Stephen Matthew Lowe
Faith Development In Eighth-Grade Christian Students Studying Creation-Theory-Based Science: A Phenomenological Study, Stephen Matthew Lowe
Doctoral Dissertations and Projects
The purpose of this transcendental phenomenological study was to explore the lived faith development experiences of eighth-grade Christian students following a creation-theory-based curriculum at a Northern Michigan Christian school. The 12 male and female students who participated were aged 13–14 years and self-identified as Christian. The study setting was a small Christian middle school in Northern Michigan. Researchers have thoroughly investigated many aspects of faith development but had not addressed the faith development of eighth-grade Christian students following a creation-theory-based curriculum. The theoretical framework underlying the study was Fowler’s faith development theory. Data were triangulated from semistructured interviews, focus groups, …
The Effect Of Gender On The Attitudes Of Undergraduates Toward Young-Earth Creationism After Enrollment In An Origins Course, Sean Vinaja
Doctoral Dissertations and Projects
Many Christian students graduate from secondary schools and enter Christian colleges with worldviews that are unbiblical or contain unbiblical components, many of which stem from their beliefs regarding origins. Little research has been done to study the effect of gender on the role of a young-earth creationist (YEC) origins course in shaping students’ worldview. Research has shown that males and females respond differently to science and religion instruction; because the origins discussion is an intersection of science and religion, the study of gender’s effect in developing a Bible-based worldview is important so that Christian colleges might more effectively guide their …
Biological Evolution In Canadian Science Curricula, Anila Ashgar, Sarah Bean, Wendi O'Neill, Brian Alters
Biological Evolution In Canadian Science Curricula, Anila Ashgar, Sarah Bean, Wendi O'Neill, Brian Alters
Education Faculty Articles and Research
"The social controversy around biological evolution and creationism continues to persist throughout North America (Alters and Nelson 2002; Berkman and Plutzer 2011; Moore and Cotner 2009; Wiles and Alters 2011; Winslow and others 2011; Rissler and others 2014). This fierce debate has been quite visible in the United States, but seems to be relatively muted in Canada, which may lead many to believe that the dispute does not exist north of the border. While this issue has been researched and documented thoroughly in the US, relatively little is known about its dynamics in Canada, despite the powerful presence of such …
Object-Based Epistemology At A Creationist Museum, Paul J. Wendel
Object-Based Epistemology At A Creationist Museum, Paul J. Wendel
Education Faculty Scholarship & Creative Works
In a regional young-earth creationist museum, objects are presented as if they speak for themselves, purportedly embodying proof that the earth is less than 10,000 years old, that humans have lived on earth throughout its history, and that dinosaurs and humans lived simultaneously. In public lectures, tours, and displays, museum associates emphasize direct observation over inference or theory. These emphases resonate closely with the "object-based epistemology" of the late nineteenth century described in Steven Conn's "Museums and American Intellectual Life, 1876-1926." In Conn's description, museum objects, artfully arranged and displayed, were intended to …
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) …
Georgia Public School Board Members Beliefs Concerning The Inclusion Of Creationism In The Science Curriculum, Karen S. Cook, Steve Deckard, Kathie C. Morgan
Georgia Public School Board Members Beliefs Concerning The Inclusion Of Creationism In The Science Curriculum, Karen S. Cook, Steve Deckard, Kathie C. Morgan
Faculty Publications and Presentations
Data analysis indicated that School Board Members’ beliefs regarding school board members in YEC had a positive correlation and beliefs in OEC had a negative correlation with the permitted inclusion of creationism in the district science curriculum. However, no correlation was found between school board member beliefs in YEC/OEC and the required inclusion of creationism. The results of this study provide insight into connections between beliefs of board members and the science/creationism issue which may translate into enlightened voting decisions.
Does Increasing Biology Teacher Knowledge Of Evolution And The Nature Of Science Lead To Greater Advocacy For The Teaching Of Evolution In Schools?, Ross Nehm, Irvin Sam Schonfeld
Does Increasing Biology Teacher Knowledge Of Evolution And The Nature Of Science Lead To Greater Advocacy For The Teaching Of Evolution In Schools?, Ross Nehm, Irvin Sam Schonfeld
Publications and Research
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 …
Does Increasing Biology Teacher Knowledge Of Evolution And The Nature Of Science Lead To Greater Advocacy For The Teaching Of Evolution In Schools?, Ross Nehm, Irvin Sam Schonfeld
Does Increasing Biology Teacher Knowledge Of Evolution And The Nature Of Science Lead To Greater Advocacy For The Teaching Of Evolution In Schools?, Ross Nehm, Irvin Sam Schonfeld
Publications and Research
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 …