Conceptual Ecology of the Evolution Acceptance among Greek Education Students: Knowledge, Religious Practices and Social Influences

Autor/inn/en	Athanasiou, Kyriacos; Papadopoulou, Penelope
Titel	Conceptual Ecology of the Evolution Acceptance among Greek Education Students: Knowledge, Religious Practices and Social Influences
Quelle	In: International Journal of Science Education, 34 (2012) 6, S.903-924 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2011.586072
Schlagwörter	Evolution; Religion; Cultural Influences; Early Childhood Education; Social Influences; Correlation; Foreign Countries; Biology; Concept Formation; Scientific Principles; Scientific Attitudes; Knowledge Level; Preservice Teachers; Preschool Teachers; Student Surveys; Epistemology; Beliefs; Questionnaires; Pretests Posttests; Predictor Variables; Science Education; Multiple Regression Analysis; Greece + Suchen Sie Ihr Suchwort? Cultural influence; Kultureinfluss; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Sozialer Einfluss; Korrelation; Ausland; Biologie; Concept learning; Begriffsbildung; Wissensbasis; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Schülerbefragung; Erkenntnistheorie; Belief; Glaube; Fragebogen; Prädiktor; Naturwissenschaftliche Bildung; Griechenland
Abstract	In this study, we explored some of the factors related to the acceptance of evolution theory among Greek university students training to be teachers in early childhood education, using conceptual ecology for biological evolution as a theoretical framework. We examined the acceptance of evolution theory and we also looked into the relationship between the acceptance and parents' education level, thinking dispositions and frequency of religious practice as independent variables. Students' moderate acceptance of evolution theory is positively correlated with the frequency of religious practices and thinking dispositions. Our findings indicate that studying a controversial issue such as the acceptance of evolution theory in a multivariate fashion, using conceptual ecology as a theoretical lens to interpret the findings, is informative. They also indicate the differences that exist between societies and how socio-cultural factors such as the nature of religion, as part of the conceptual ecology, influence acceptance of evolution and have an influence on evolution education. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10