High School Students’ Understanding and Acceptance of the Theory of Evolution, and Nature of Science : The Comparison of Christian vs. non-Christian
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This study explored high school students’ understanding and acceptance of the theory of evolution, and nature of science according to their religion, Christian or non-Christian. The participants are 160 11th high school students from the public high school. The instruments used in this study were the MATE (Measure of Acceptance of the Theory of Evolution), ECK (Evolution Content Knowledge), ENOS (Evolution and the Nature of Science), and SEVs (Scientific Epistemological Views). The results indicated that religion was significantly related to students’ understanding of evolution content knowledge, acceptance of evolutionary theory, as well as NOS in relation to evolution. Female Christian students notably displayed the lowest values on all measures of evolution (e.g., acceptance of evolution, evolution content knowledge, NOS in relation to evolution). The strongest correlation was found between acceptance of evolution and NOS in relation to evolution, indicating that the students with higher scores on NOS in relation to evolution were more likely to accept the theory of evolution. In addition, the multiple regression analyses revealed that NOS in relation to evolution is the strongest predictor of acceptance of evolutionary theory among the variables. This study implicated that when teaching and learning the evolutionary theory for high school students, the nature of science should be dealt under the context of evolution with inclusion of religion.
Abstract
This study explored high school students’ understanding and acceptance of the theory of evolution, and nature of science according to their religion, Christian or non-Christian. The participants are 160 11th high school students from the public high school. The instruments used in this study were the MATE (Measure of Acceptance of the Theory of Evolution), ECK (Evolution Content Knowledge), ENOS (Evolution and the Nature of Science), and SEVs (Scientific Epistemological Views). The results indicated that religion was significantly related to students’ understanding of evolution content knowledge, acceptance of evolutionary theory, as well as NOS in relation to evolution. Female Christian students notably displayed the lowest values on all measures of evolution (e.g., acceptance of evolution, evolution content knowledge, NOS in relation to evolution). The strongest correlation was found between acceptance of evolution and NOS in relation to evolution, indicating that the students with higher scores on NOS in relation to evolution were more likely to accept the theory of evolution. In addition, the multiple regression analyses revealed that NOS in relation to evolution is the strongest predictor of acceptance of evolutionary theory among the variables. This study implicated that when teaching and learning the evolutionary theory for high school students, the nature of science should be dealt under the context of evolution with inclusion of religion.
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