Document Type
Honors Thesis
Abstract
Evolution is a unifying theory in biology and provides foundational knowledge needed for future learning in the subject. However, acceptance of evolution may be challenging for students due to differing views of nature of science, understanding of evolution, and/or extent of separating evolution from religious beliefs. Further, males and females may vary in their views of the nature of science, understanding of evolution, religious beliefs, and/or acceptance of evolution; and such potential differences should be considered for all students to successfully learn this important scientific theory. Therefore, the research questions of this study were: 1) What are descriptive patterns and differential shifts from pre- to post-evolution instruction (time) between male and female students’ views of nature of science (NOS), understanding of evolution (UE), religious beliefs (RB), and acceptance of evolution (AE), and the interactions between pre- and post-scores (time) and gender? 2)What are interrelationships among male and female students’ views of the nature of science (NOS), understanding of evolution (UE), religious beliefs (RB), and acceptance of evolution (AE) pre- and post-evolution instruction? 3)What is the predictive influence of male and female students’ views of the nature of science (NOS), understanding of evolution (UE), and religious beliefs (RB) on their pre- and post- instruction acceptance of evolution (AE)? Students (N=81) were given pre-evolution instruction tests and questionnaires measuring their views of nature of science, understanding of evolution, religious beliefs, and acceptance of evolution. A four week active, inquiry-based instructional unit on evolution was experienced by the students, followed by the administration of the same questionnaires as post-tests. Results indicated significant positive shifts in understanding of evolution from pre- to post-instruction. There were no significant correlations among pre-instruction variables for females; nature of science and acceptance of evolution was positively correlated for males. Post-instruction religious beliefs and acceptance of evolution were correlated, and religious beliefs significantly predicted acceptance of evolution for both genders. Regardless of the learning achieved from the instructional unit on evolution, students who tied religion to evolution accepted evolution less.
Publication Date
5-1-2014
Language
English
License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Recommended Citation
Carlton, Danielle, "INVESTIGATING GENDER DIFFERENCES IN STUDENT VIEWS OF NATURE OF SCIENCE, UNDERSTANDING OF EVOLUTION, RELIGIOUS BELIEFS AND ACCEPTANCE OF EVOLUTION" (2014). 2014 Spring Honors Capstone Projects. 11.
https://mavmatrix.uta.edu/honors_spring2014/11