생물 전공자와 비전공자의 진화에 관한 개념, 흥미, 수용 및 종교성에 관한 연구
A Study of Conceptions, Interest and Acceptance of Evolution, and Religiosity between Biology Majors and Non-majors in Colleges
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The understanding of evolutionary concepts is an essential component in biology playing a crucial role in unifying biological concepts and providing an explanatory framework. This study aims to compare biology major with non-major college students in conceptions, interest, and the acceptance of evolution related with religiosity, in order to verify the expertise of biology major students. Participants included 141 biology major and 142 non-major students (major in humanities and social sciences). Multiple choice questions were utilized for studying the conceptions of evolutionary mechanisms, while Likert type questions were employed for studying religiosity, and the interest in and the acceptance of evolution. The results indicated there were no significant differences between biology major and non-major college students in the evolutionary conceptions and the acceptance of evolution. Biology majors exhibited lower religiosity and higher interest in evolution than non- majors. The evolutionary conceptions were significantly correlated with the acceptance of evolution in both groups, however religiosity is negatively correlated with the acceptance of evolution. Based on the results of this study, we suggest a teaching program to improve evolutionary expertise in biology majors which could be designed to differentiate religious perspectives from evolutionary conceptions and to provide examples of plausible evidence for evolution.
Abstract
The understanding of evolutionary concepts is an essential component in biology playing a crucial role in unifying biological concepts and providing an explanatory framework. This study aims to compare biology major with non-major college students in conceptions, interest, and the acceptance of evolution related with religiosity, in order to verify the expertise of biology major students. Participants included 141 biology major and 142 non-major students (major in humanities and social sciences). Multiple choice questions were utilized for studying the conceptions of evolutionary mechanisms, while Likert type questions were employed for studying religiosity, and the interest in and the acceptance of evolution. The results indicated there were no significant differences between biology major and non-major college students in the evolutionary conceptions and the acceptance of evolution. Biology majors exhibited lower religiosity and higher interest in evolution than non- majors. The evolutionary conceptions were significantly correlated with the acceptance of evolution in both groups, however religiosity is negatively correlated with the acceptance of evolution. Based on the results of this study, we suggest a teaching program to improve evolutionary expertise in biology majors which could be designed to differentiate religious perspectives from evolutionary conceptions and to provide examples of plausible evidence for evolution.
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