Secondary Science Teachers’ Understanding of the Nature of Science and Its Relationship to Evolution Theory

Date

2018-05

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Abstract

Background: Nature of Science (NOS), a critical component to the understanding of scientific theories such as evolution, is often misunderstood by teachers due to a lack of instruction for future educators that explicitly addresses NOS of concepts. Science education researchers have not always reached a consensus regarding methods to ensure this high understanding of NOS. Some studies show that direct instruction and pedagogical training are more important than science content knowledge for the overall understanding of NOS. Purpose: The purpose of this study is to explore the relationship between secondary science teachers’ understanding of NOS, and the understanding and acceptance of evolution. Additionally, this research will answer if there is a significant difference between teachers with an education degree, science degree, or completion of a NOS related course for the three subscales: understanding of NOS principles, understanding of evolution and acceptance of evolution. Methods: Using a previously adapted survey, the understanding of NOS, the understanding and acceptance of evolution, was assessed using Pearson’s product moment correlation for a sample of 187 secondary science teachers across the United States. Additionally, one way MANOVA tests explored the different scores on the three subscales between teachers with different educational backgrounds. Results: The three subscales had a moderate statistically significant correlation. The MANOVA analysis showed that teachers with both a science content and science education degree performed significantly better on the three subscales of the survey. Conclusions: Teacher preparation programs should focus on coursework that creates both content and pedagogy experts such as dual bachelor science and masters in teaching programs. This combination is more likely to have a greater understanding of NOS and evolution, as well as a greater acceptance of evolution theory. A larger sample with more respondents participating in a NOS course is needed to determine the effect of explicit NOS instruction.

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Keywords

Nature of science (NOS), Science education, Evolution, Nature of Science

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