Conceptual ecology of evolution acceptance among Greek education students: The contribution of knowledge increase

Journal of Biological Education

Volumn 46, Issue 4, 2012, Pages 234-241

  Athanasiou, Kyriacos ^a   Katakos, Efstratios ^a   Papadopoulou, Penelope ^b  

^a UNIVERSITY OF ATHENS   (Greece)

^b UNIVERSITY OF WESTERN MACEDONIA   (Greece)

Author keywords

Conceptual ecology; Evolution theory acceptance; Evolution theory understanding; Teaching

Indexed keywords

EID: 84876386533     PISSN: 00219266     EISSN: 21576009     Source Type: Journal    
DOI: 10.1080/00219266.2012.716780     Document Type: Article

References (37)

1. Alles, D.L. 2001. Using evolution as the framework for teaching biology. American Biology Teacher 63, no: 120-3.
2. American Association for the Advancement of Science. 1993. Benchmarks for science literacy. New York: Oxford University Press.
3. Athanasiou, K., and P. Papadopoulou. 2011. CE of the evolution acceptance among Greek education students: Knowledge, religious practices and social influences. International Journal of Science Education 34, no. 6: 903-24. DOI: 10.1080/09500693.2011.586072.
4. Bishop, B. and C. Anderson. 1990. Student conceptions of natural selection and its role in evolution. Journal of Research in Science Teaching 27, no 5: 415-27.
5. Cacioppo, J.T., R.E. Petty, J. Feinstein, and W. Jarvis. 1996. Dispositional differences in cognitive motivation: The life and times of individuals varying in need for cognition. Psychological Bulletin 119, no.2: 197-253.
6. Cho, M.-H., D.M. Lankford, and D.J. Wescott. 2011. Exploring the relationships among epistemological beliefs, nature of science, and conceptual change in the learning of evolutionary theory. Evolution and Education Outreach 4, no.2: 313-22.
7. Demastes-Southerland, S., J. Settlage, and R. Good. 1995a. Students' conceptions of natural selection and its role in evolution: Cases of replication and comparison. Journal of Research in Science Teaching 32, no.5: 535-50.
8. Demastes-Southerland, S., R. Good, and P. Peebles. 1995b. Students' conceptual ecologies and the process of conceptual change in evolution. Science Education 79, no.6: 637-66.
9. Deniz, H., L. Donnelly, and I. Yilmaz. 2008. Exploring the factors related to acceptance of evolutionary theory among Turkish pre-service biology teachers: Toward a more informative CE for biological evolution. Journal of Research in Science Teaching 45, no.4: 420-43.
10. De Vaus, D.A. 2002. Surveys in social research. London: Routledge.
11. Eurobarometer. 2005. Social values, science and technology. http://ec. europa.eu/public-opinion/archives/ebs/ebs-225-report-en.pdf.
12. George, D., and P. Mallery. 2003. SPSS for Windows step by step: A simple guide and reference. 11.0 update. 4th ed. Boston: Allyn and Bacon.
13. Gregoire, M. 2003. Is it a challenge or a threat? A dual-process model of teachers' cognition and appraisal processes during conceptual change. Educational Psychology Review 15, no. 2: 147-79.
14. Johnson, R.L. 1985. The acceptance of evolutionary theory by biology majors in colleges of the West North Central States. Doctoral Dissertation, University of Northern Colorado, Greeley. Dissertation Abstracts International 46(07), 1893A.
15. Lawson, A.E. 1999. A scientific approach to teaching about evolution and special creation. American Biology Teacher 61, no.4: 266-74.
16. Lawson, A.E. and W.W. Worsnop. 1992. Learning about evolution and rejecting belief in special creation: Effects of reflective reasoning skill, prior knowledge, prior belief and religious commitment. Journal of Research in Science Teaching 29, no. 2: 143-66.
17. Miller, J.D., E.C. Scott, and S. Okamoto. 2006. Public acceptance of evolution. Science 313, no. 5788: 765-6.
18. Morrison, J.A., F. Raab, and I. Dale. 2009. Factors influencing elementary and secondary teachers' views on the nature of science. Journal of Research in Science Teaching 46, no.4: 384-403.
19. National Association of Biology Teachers. 1995. NABT Position Statement on Teaching Evolution. http://www.nabt.org/websites/institution/index.php?p=92.
20. National Research Council. 1996. National science education standards. Washington, DC: National Academies Press.
21. Papadopoulou, P., J. Stanissavljevic, E. Katakos, and K. Athanasiou. 2011. Acceptance and understanding of evolution theory: A comparative study of Greek and Serbian teachers. In C. Bruguière, A. Tiberghien and P. Clément (Eds) Science learning and Citizenship, E-book Proceedings of the ESERA 2011 Conference, Lyon, France. http://lsg.ucy.ac.cy/esera/e-book/base/ index.html
22. Pintrich, P.R., R.W. Marx, and R.A. Boyle. 1993. Beyond cold conceptual change. The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research 63, no. 2: 167-99.
23. Posner, G.J., K.A. Strike, P.W. Hewson, and W.A. Gertzog. 1982. Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education 66, no.2: 211-27.
24. Rutledge, M.L., and K.C. Sadler. 2007. Reliability of the Measure of Acceptance of the Theory of Evolution (MATE) instrument with university teachers. American Biology Teacher 69: 332-5.
25. Rutledge, M.L., and M.A. Warden. 1999. Development and validation of the measure of acceptance of the theory of evolution instrument. School Science and Mathematics 99, no.1: 13-18.
26. Rutledge, M.L., and M.A. Warden. 2000. Science and high school biology teachers: Critical relationships. American Biology Teacher 62, no.1: 23-31.
27. Sa, W.C., R.F. West, and K.E. Stanovich. 1999. The domain specificity and generality of belief bias: Searching for a generalizable critical thinking skill. Journal of Educational Psychology 91, no.3: 497-510.
28. Sahin, M. 2010. Effects of problem-based learning on university students' epistemological beliefs about physics and physics learning and conceptual understanding of Newtonian mechanics. Journal of Science Education and Technology 19, no. 3: 266-75.
29. Scott, E.C. 2000. Essays on science and society. Not (just) in Kansas anymore. Science 288, no. 5467: 813-5.
30. Sinatra, G.M., S.A. Southerland, F. McConaughy, and J.W. Demastes. 2003. Intentions and beliefs in students' understanding and acceptance of biological evolution. Journal of Research in Science Teaching 40, no.5: 510-28.
31. Southerland, S.A., and G.M. Sinatra. 2005. The shifting roles of acceptance and dispositions in understanding biological evolution. In Beyond Cartesian dualism: Encountering affect in the teaching and learning of science, ed. S. Alsop, 69-78. Dordrecht: Springer.
32. Stanovich, K.E., and R.F. West. 1997. Reasoning independently of prior belief and individual differences in actively open-minded thinking. Journal of Educational Psychology 89, no.2: 342-57.
33. Stanovich, K.E., and R.F. West. 2007. Natural myside bias is independent of cognitive ability. Thinking and Reasoning 13, no.3: 225-47.
34. Stathopoulou, C., and S. Vosniadou. 2007. Exploring the relationship between physics-related epistemological beliefs and physics understanding. Contemporary Educational Psychology 32, no.3: 255-81.
35. Strike, K., and G.J. Posner. 1992. A revisionist theory of conceptual change. In Philosophy of science, cognitive psychology, and educational theory and practice, ed. R.A. Duschl and R.J. Hamilton, 147-76. New York: State University of New York.
36. Toulmin, S. 1972. Human understanding: An inquiry into the aims of science. Princeton, NJ: Princeton University Press.
37. http://en.wikipedia.org/wiki/Religion-in-Europe