Educational professionals' knowledge and acceptance of evolution

Evolutionary Psychology

Volumn 7, Issue 4, 2009, Pages 490-516

  Nadelson, Louis S ^a   Sinatra, Gale M ^b  

^a BOISE STATE UNIVERSITY   (United States)

^b UNIVERSITY OF NEVADA   (United States)

Author keywords

Evolutionary psychology; Knowledge and acceptance; Personal beliefs; Professional experience

Indexed keywords

EID: 73849133586     PISSN: None     EISSN: 14747049     Source Type: Journal    
DOI: 10.1177/147470490900700401     Document Type: Article

References (55)

1. Alters, B. J. (2004) Teaching biological evolution in higher education: Methodological, religious, and nonreligious issues. Boston, MA: Jones and Bartlett.
2. Alters, B. J., and Alters, S. M. (2001). Defending evolution: A guide to the creation/evolution controversy. Sudbury, MA: Jones & Bartlett.
3. Alters, B. J., and Nelson, C. E. (2002). Perspective: Teaching evolution in higher education. Evolution, 56, 1891-1901.
4. Anderson D. L., Fisher K. M., and Norman G. J. (2002). Development and evaluation of the conceptual inventory of natural selection. Journal of Research in Science Teaching, 39, 952-978.
5. Bentler, P. M. (1995). EQS structural equations program manual. Encino, CA: Multivariate Software.
6. Bishop, B.A., and Anderson, C.W. (1990). Student conceptions of natural selection and its role in evolution. Journal of Research in Science Teaching, 27, 415-427.
7. Byrne, B. (2006). Structural equation modeling with EQS: Basic concepts, applications, and programming. Thousand Oaks, CA, Sage.
8. Carlson, J. S., and Levin, J. R. (Eds.) (2007). Educating the evolved mind: Conceptual foundations for an evolutionary educational psychology. Charlotte, NC: Information Age Publishing, Inc.
9. Carlson, J. S., and Levin, J. R. (2008). Editors' introduction to the special issue. Educational Psychologist, 43, 175-178.
10. Catley, K. M. (2006). Darwin's missing link - a novel paradigm for evolution education. Science Education, 90, 767-783.
11. Dawkins, R. (1996). The blind watchmaker: Why the evidence of evolution reveals a universe without design. New York: Norton.
12. Demastes, S.S., Settlage, J., and Good, R. (1995). Students' conceptions of natural selection and its role in evolution: Cases of replication and comparison. Journal of Research in Science Teaching, 32, 535-550.
13. Dole, J. A. & Sinatra, G. M. (1998). Reconceptualizing change in the cognitive construction of knowledge. Educational Psychologist, 33, 109-128.
14. Evans, E. M., Hazel, A., Nesse, R., Weder, A. B., Murdock, C., Gervasi, S.& Witt, A. (May, 2007). Learning Darwinian medicine: cognitive and cultural constraints. Paper presented at the annual meeting of the American Institute of Biological Sciences, Washington, D.C.
15. Gallup, G. (2008). Evolution, creationism and intelligent design. Retrieved October 17, 2008, from http://www.gallup.com/poll/21814/Evolution-Creationism-Intelligent-Design.aspx.
16. Gazzaniga, M. S. (2008). Human: The science behind what makes us unique. New York: Ecco/HarperCollins.
17. Geary D. C. (2008). An evolutionarily informed education science. Educational Psychologist, 43, 179-195.
18. Geary, D. C. (2007). Educating the evolved mind: Conceptual foundations for an evolutionary educational psychology. In J. S. Carlson and J. R. Levin (Eds.), Educating the evolved mind: Conceptual foundations for an evolutionary educational psychology (pp. 1-99). Greenwich, CT: Information Age.
19. Gould, S. J. (2002). The structure of evolutionary theory. Cambridge, MA: Harvard University Press.
20. Graebsch, A., and Schiermeier, Q. (2006). Anti-evolutionists raise their profile in Europe. Nature, 444, 406-407.
21. Hogan, K., and Maglienti, M. (2001). Comparing the epistemological underpinnings of students' and scientists' reasoning about conclusions. Journal of Research in Science Teaching, 38, 663-687.
22. Kelemen, D. (1999). The scope of teleological thinking in preschool children. Cognition, 70, 241-272.
23. Klahr, D., and Simon, H.A. (1999) Studies of scientific discovery: Complementary approaches and convergent findings. Psychological Bulletin, 125, 524-543.
24. Kuhn, D. (1999). A developmental model of critical thinking. Educational Researcher, 28, 16-25.
25. Kuhn, D., Amsel, E., and O'Loughlin, M. (1988). The development of scientific thinking skills. San Diego: Academic Press.
26. Kuhn, D., and Pearsall, S. (2000). Developmental origins of scientific thinking. Journal of Cognition and Development, 1, 113-129.
27. Kuhn, T. (1970). The structure of scientific revolutions. Chicago, IL: University of Chicago Press.
28. Lawson, A. E., and Worsnop, W. A. (1992). Learning about evolution and rejecting a belief in special creation: Effects of reflective reasoning skill, prior knowledge, prior belief and religious commitment. Journal of Research in Science Teaching, 29, 143-166.
29. Mazur, A. (2004). Believers and disbelievers in evolution. Politics and the Life Sciences, 23, 55-61.
30. McComas, W. F. (2006). Investigating evolutionary biology in the laboratory. Dubuque, WI: Kendall/Hunt Publishing Company.
31. Miller, J. D., Scott, E. C., and Okamoto, S. (2006). Public acceptance of evolution. Science, 313, 765-766.
32. Miller, K. R. (1999). Finding Darwin's God: A scientist's search for common ground between God and evolution. New York: Cliff Street Books, HarperCollins.
33. Nadelson, L.S. and Southerland, S. A. (under review). Examining the interaction of acceptance and understanding: How Does the relationship change with a focus on macroevolution? Evolution Education and Outreach.
34. National Academy of Science. (1999). Science and creationism: A view from the National Academy of Sciences. Washington DC: National Academy Press.
35. National Science Teacher Association (1992) NSTA standards for science teachers certification. Washington DC: NSTA.
36. Organization for Economic and Co-operation and Development (2004). Education at a glance. Retrieved October 15, 2008, from http://www.oecd.org/dataoecd/4/7/37357287.xls
37. Palmquist, B. C., and Finley, F. N. (1997). Preservice teachers' views of the nature of science during a postbaccalaureate science teaching program. Journal of Research in Science Teaching, 34, 595-615.
38. Rutledge M.L. (1996). Indiana high school biology teachers and evolutionary theory: Acceptance and understanding. Doctoral dissertation, Ball State University.
39. Rutledge, M. L., and Mitchell, M. A. (2002). High school biology teachers' knowledge: Structure, acceptance & teaching of evolution. The American Biology Teacher, 64, 21-28.
40. Rutledge, M. L., and Warden, M. A. (2000). Evolutionary theory, the nature of science and high school biology teachers: Critical relationships. The American Biology Teacher, 61, 23-31.
41. Rutledge, M. L., and Warden, M. A. (1999). The development and validation of the measure of acceptance of the theory of evolution instrument. School Science and Mathematics, 99, 13-18.
42. Sadler, T. D., and Zeidler, D. L. (2005). The significance of content knowledge for informal reasoning regarding socioscientific issues: Applying genetics knowledge to genetic engineering issues. Science Education, 89, 71-93.
43. Schauble, L. (1996). The development of scientific reasoning in knowledge-rich contexts. Developmental Psychology, 32, 102-119.
44. Schoenfeld, A. H. (1985). Mathematical problem solving. Orlando, FL: Academic Press.
45. Schunn, C. D., and Anderson, J. R. (1999). The generality/specificity of expertise in scientific reasoning. Cognitive Science, 23, 337-370.
46. Scott, E. C. (2005). Evolution vs. Creationism. Berkeley, CA: University of California Press.
47. Shtulman, A. (2006). Qualitative differences between naïve and scientific theories of evolution. Cognitive Psychology, 52, 170-194.
48. Sinatra, G. M., Southerland, S. A., McConaughy, F., & Demastes, J. (2003). Intentions and beliefs in students' understanding and acceptance of biological evolution. Journal of Research in Science Teaching, 40, 510-528.
49. Smith, M. U. (1994) Counterpoint: Belief, understanding, and the teaching of evolution. Journal of Research in Science Teaching, 31, 591-597.
50. Smith, M.U., and Siegel, H. (2004). Knowing, believing, and understanding: What goals for science education? Science and Education, 13, 553-582.
51. Southerland, S. A., and Sinatra, G. M. (2003). Learning about biological evolution: A special case of intentional conceptual change. In G. M. Sinatra and P. R. Pintrich (Eds.), Intentional conceptual change (pp. 317 - 346).Mahwah, New Jersey: Lawrence Erlbaum Associates.
52. Southerland, S.A., Sinatra, G.M., and Matthews, M.R. (2001). Belief, knowledge, and science education. Educational Psychology Review, 13, 325-351.
53. Sutherland, D. (2005). Intelligent design hits Australia. Retrieved February 15, 2009, from http://www.csicop.org/intelligentdesignwatch/oz.html
54. Trani, R. (2004). I won't teach evolution; It's against my religion. The American Biology Teacher 66, 419-427.
55. Tversky, A., and Kahneman, D. (1982). Judgment under uncertainty: Heuristics and biases. In D. Kahneman, P. Slovic, and A. Tversky (Eds.), Judgment under uncertainty: Heuristics and biases (pp. 3-20). Cambridge: Cambridge University Press. (Originally in Science, 1974, 185, 1124-1131.)