Acceptance of evolution as one of the factors structuring the conceptual ecology of the evolution theory of Greek secondary school teachers

Abstract

Background: The work is part of a wider research project wherein we are trying to further explore the conceptual ecology of evolutionary theory of present and prospective teachers in Greece. Methods: Quantitative and qualitative research was applied. In the former a questionnaire was answered by 318 secondary school teachers who teach biology. We further interviewed eight of the teachers by means of semi structured interviews and analyzed the interviews using the QSR nVivo program. Results: Acceptance of evolution levels was found moderate both in the total cohort and among science teachers; on the one hand, this was correlated with the prevalence of low level of knowledge and understanding due to lack of previous instruction; on the other hand, their type of religiosity was not a serious obstacle to accepting evolution, since it was correlated with a high degree of thinking dispositions. Conclusions: The results are in agreement with our previous findings that the type of religiosity is crucial for the acceptance or rejection of evolution, particularly when it does not prevent someone from being "open-minded". At the same time, the fact that geologists who teach science showed the highest level of acceptance of evolution, indicates, when paired with other evidence, that the geological data are the most convincing evidence to help students and teachers to make a first step in their multistep route towards accepting and understanding the theory of evolution.