Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
권호 표지
DOI QR코드

DOI QR Code

The Relation of High School Students' Epistemological belief, Acceptance of Evolutionary Theory and Evolutionary Knowledge

고등학생의 인식론적 신념과 진화수용 및 진화지식과의 관련성

  • Received : 2015.01.23
  • Accepted : 2015.04.21
  • Published : 2015.04.30
Download PDF
⟨ Previous Next ⟩

Abstract

This study examined high school students' acceptance of evolutionary theory, evolutionary knowledge, and epistemological belief. The Christian and non-Christian students' acceptance of evolutionary theory and evolution content knowledge were compared in relation to their 'scientific epistemological views' (domain-specific) and 'evolution in relation to nature of science' (context-specific). The Christian students' evolutionary knowledge was most predicted by the theory-laden exploration of science, while the non-Christian students' scores on evolutionary knowledge were most predicted by the scientific epistemological views. In addition, the Christian students' scores on scientific epistemological views and evolution in relation to evolution were not significantly related to each other, while the non-Christian students' scores on both variables were significantly related. Furthermore, 'evolution in relation to nature of science' is the strongest predictor of both Christian and non-Christian students' acceptance of evolution.

본 연구는 종교에 따른 인식론적 신념, 진화지식 및 진화수용의 차이를 살펴보았다. 특히 기독교와 비기독교 학생들의 진화지식과 인식론적 신념과의 관계, 그리고 진화수용과 인식론적 신념과의 관계를 조사하였다. 본 연구에서의 인식론적 신념(episgemological belief)은 영역-특수적(domain-specific)인 '과학에 관한 인식론적 신념(scientific epistemological views)'과 상황-특수적(context-specific)인 '진화와 관련한 과학의 본성(evolution in relation to nature of science)'을 포함한다. 연구결과에 따르면, 기독교 학생들의 진화지식은 과학에 관한 인식론적 관점의 하위 영역 중 '과학의 이론 의존적 탐구(TL)'에 의한 설명력이 가장 큰 것으로 나타났으며, 진화와 관련한 상황-특수적(context-specific) 인식론적 관점인 '진화와 관련한 과학의 본성'이 추가되어 그 설명력이 증가하였다. 반면 비기독교 학생들의 진화지식은 일반적인 과학의 본성에 대한 이해로도 진화지식을 어느 정도 향상시킬 수 있었다. 또한 '진화와 관련한 과학의 본성'은 기독교 학생들과 비기독교 학생들 모두의 진화수용을 예측할 수 있는 변인으로 나타났으며, 기독교 학생들은 과학에 관한 인식론적 신념과 진화와 관련한 과학의 본성을 서로 다르게 인식하고 있어(p<.05) 일반적인 과학의 본성 교수로는 기독교 학생들의 진화지식이나 진화수용을 향상시키기 어려움을 나타냈다. 진화론이 가지는 상황-특수적(context-specific)인 과학의 본성에 대한 이해는 중등학교 학생들이 진화론을 이해하고 수용하는데 중요한 요인으로 작용한다.

Keywords

References

  1. Clough, M. P. (1994). Diminish students' resistance to biological evolution. The American Biology Teacher, 86(7), 409-415.
  2. Deniz, H., Donnelly, L. A., & Yilmaz, I. (2008). Exploring the factors related to acceptance of evolutionary theory among Turkish preservice biology teachers: Toward a more informative conceptual ecology for biological evolution. Journal of Research in Science Teaching, 5(4), 420-443.
  3. Dobzhansky, T. (1973). Nothing in Biology makes any sense except in the light of evolution. The American Biology Teacher, 35, 125-29. https://doi.org/10.2307/4444260
  4. Downie, J. R., & Barron, N. J. (2000). Evolution and religion: attitudes of Scottish first year biology and medical students to the teaching of evolutionary biology. Journal of Biological Education, 34(3), 139-146. https://doi.org/10.1080/00219266.2000.9655704
  5. Ha, M., Cha, H., & Ku, S. (2012). A comparative study of Korean and United States college students' degree of religiosity, evolutionary interest, understanding and acceptance and their structures. Journal of Korea Association of Science Education, 32(10), 1537-1550.
  6. Hammer, D., & Elby, A. (2002). On the form of a personal epistemology. In B.K. Hofer & P. R. Pintrich(Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp.169-190). Mahwah, NJ: Lawrence Erlbaum Associates.
  7. Hofer, B. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology, 25(4), 378-405. https://doi.org/10.1006/ceps.1999.1026
  8. Hofer, B. K., Lam, C. F., & DeLisi, A. (2011). Understanding evolutionary theory. In R. S. Taylor & M.Ferrari (Eds), Epistemology and Science Education: Understanding the evolution vs. intelligent design controversy (pp.95-110). Madison, NY: Routledge.
  9. Hofer, B. K., & Pintrich, P. R.(1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67, 88-140. https://doi.org/10.3102/00346543067001088
  10. Johnson, R. L., & Peebles, E. E. (1987). Effects of preexisting beliefs, epistemological beliefs, and need for cognition on interpretation of controversial issues. Journal of Educational Psychology, 88, 260-271.
  11. Kim, S. Y. (2014). High school students' understanding and acceptance of the theory of evolution, and the nature of science: The comparison of Christian vs. non-Christian. Teacher Education Research, 53(2), 221-230. https://doi.org/10.15812/ter.53.2.201406.221
  12. Kim, S. Y., & Nehm, R. H. (2011). A cross-cultural comparison of Korean and American science teachers' views of evolution and the nature of science. International Journal of Science Education, 33(2), 197-227. https://doi.org/10.1080/09500690903563819
  13. Lederman, N. G. (1992). Students' and teachers' conceptions of the nature of science. A review of the research. Journal of Research in Science Teaching, 20(4), 331-359.
  14. Lord, T., & Marino, S. (1993). How university students view the theory of evolution. Journal of College Science Teaching, 22, 353-357.
  15. Meadows, L., Doster, E., & Jackson, D. F. (2000). Managing the conflict between evolution & religion. The American Biology Teacher, 62(2), 102-107. https://doi.org/10.2307/4450848
  16. Moore, R. (2007). The differing perceptions of teachers & students regarding teachers' emphasis on evolution in high school biology classrooms. The American Biology Teacher, 69(5), 268-271. https://doi.org/10.1662/0002-7685(2007)69[268:TDPOTS]2.0.CO;2
  17. Moore, R., & Kraemer, K. (2005). The teaching of evolution & creationism in Minnesota. The American Biology Teacher, 67(8), 457-466. https://doi.org/10.1662/0002-7685(2005)067[0457:TTOECI]2.0.CO;2
  18. Nehm, R. H., & Kim, S. Y., & Sheppard, K. (2009). Academic preparation in biology and advocacy for teaching evolution: Biology versus non-biology teachers. Science Education, 93(6), 1122-1146. https://doi.org/10.1002/sce.20340
  19. Nehm, R. H., & Schonfeld, I. S. (2007). Does increasing biology teacher knowledge of evolution and the nature of science lead to greater preference for the teaching of evolution in schools? Journal of Science Teacher Education, 18(5), 699-723. https://doi.org/10.1007/s10972-007-9062-7
  20. Rutledge, M. L., & Warden, M. A. (1999). Development and validation of the measure of acceptance of the theory of evolution instrument. School Science and Mathematics, 99, 13-18. https://doi.org/10.1111/j.1949-8594.1999.tb17441.x
  21. Rutledge, M. L., & Warden, M. A. (2000). Science and high school biology teachers: Critical relationships. The American Biology Teacher, 62, 23-31. https://doi.org/10.2307/4450822
  22. Scharmann, L. C. (1990). Enhancing an understanding of the premises of evolutionary theory: The influence of a diversified instructional strategy. School Science and Mathematics, 90, 91-100. https://doi.org/10.1111/j.1949-8594.1990.tb12000.x
  23. Sinatra, G. M., Southerland, S. A., McConaughy, F., & Demastes, J. W. (2003). Intentions and beliefs in students' understanding and acceptance of biological evolution. Journal of Research in Science Teaching, 40, 510-528. https://doi.org/10.1002/tea.10087
  24. Smith, M. U. (1994). Counterpoint: Belief, understanding and the teaching of evolution. Journal for Research in Science Teaching, 31(5), 591-582. https://doi.org/10.1002/tea.3660310512
  25. Trani, R. (2004). I won't teach evolution: It's against my religion. The American Biology Teacher, 66, 419-427.
  26. Tsai, C., & Liu, S. (2005). Developing a multi-dimensional instrument for assessing students' epistemological views toward science. International Journal of Science Education, 27(13), 1621-1638. https://doi.org/10.1080/09500690500206432

Cited by

  1. Students' Knowledge, Acceptance of Theory of Evolution and Epistemology: Cross-sectional Study of Grade Level Differences vol.40, pp.1, 2015, https://doi.org/10.21796/jse.2016.40.1.1