This study explored the usefulness of the open dialogue strategy to help Saudi Arabian primary teachers teach, and fourth-grade students learn, the key biological concept of classification, which is a significant challenge for students to grasp, especially the concept of humans versus animals. The convenience sample comprised N = 84 Grade four…

Evolution is a central concept that unifies all areas of life sciences. Despite longstanding scientific efforts in science education, the public's scientific awareness of evolution still needs to improve. Furthermore, teaching evolution is subject to recurring controversy. This study aimed to investigate the gap between public understanding of…

Research examining the relationship between science and religion has often painted a narrative of conflict for students with various religious beliefs. The purpose of this paper is to present a counter-narrative based on a study carried out in Singapore, which provides a unique multi-ethnic and multi-religious environment and geopolitical context…

Darwinian evolution is difficult to understand because of conceptual barriers stemming from intuitive ideas. This study examined understanding of evolution in 52 students (M = 14.48 years, SD = 0.89) before and after a guided field trip to a natural history museum and in a comparison group of 18 students (M = 14.17 years, SD = 0.79) who did not…

Investigations of people's understanding of the evolution of species have focused mainly on secondary school and university students. Very few investigations have taken into consideration younger students, and none have related children's ideas about the origin of species to formal instruction on this topic. To help fill this gap, the present…

This article describes research on conceptions of preservice science teachers in their fourth year of undergraduate studies relating to: whether Earth is the center of the Universe; whether the sky is a literal vault or dome; whether Earth is flat or round; the timeline of the formation of the Universe; and the age of the Earth. The results, which…

Questions why the presentation of evolution in class frequently does not achieve acceptance of evolutionary theory. Suggests using a simple test formulated to try to direct students toward the application of information on evolution to material already familiar to them. Reports positive impact of the questionnaire on student attitudes towards…

Recounts the perspectives of several biologists who believe that evolutionary theory is the key to an understanding of biology. Cites examples from textbooks and educational practices which support the theory that many students develop and maintain misconceptions about evolution due to instruction. Contains 53 references. (DDR)

Argues that the common assumption about the lack of intermediate forms in evolutionary history is inaccurate and misleading. Points out that there are many transitional forms, although special creationists refuse to recognize them as such. (DDR)

Reports that creationism has been specifically banned from the Provincial curriculum as a legitimate scientific subject in all public schools and level one private schools in British Columbia. (DDR)

Cites several events that suggest that the pressure against the teaching of evolution has not abated. Argues that evolutionary theory is state-of-the-art science. Uses survey data to illustrate the extent of antievolutionary attitudes. (DDR)

Discusses the long running debate on teaching evolution in public schools. Recommends using the 5E teaching cycle of engage, explore, explain, elaborate, and evaluate to show that scientific concepts and theories can be fundamental. (Contains 20 references.) (YDS)