Reconciling evolution: Evidence from a biology and theology course

Abstract

Background: Many individuals reject evolutionary theory due to a perceived conflict with their religious beliefs. To bridge this gap, educators have attempted different approaches including approaching evolution rejection as a consequence of deficit thinking and teaching students the nature of science (including the scientific process and peer review process as well as questions that science can and cannot answer).Teaching the nature of science has shown promising gains in the acceptance of evolution, although acceptance rates remain low. We propose a further approach: the use of a reconciliatory model designed to help students accept evolution within the framework of their religious beliefs. We tested this approach in both biology and theology classrooms at a Nazarene-affiliated university. Both professors approached the subject in a reconciliatory fashion. Results: This study found that by utilizing a reconciliatory approach, the students in both classrooms saw significant gains in evolution acceptance, with gains being greatest in the biology classroom. In addition, we saw no decrease in student religiosity. Conclusions: Implications of this are discussed. The results of this study confirm the effectiveness of a reconciliatory model, which opens several avenues for further research.