Evolution Education Around the Globe

455 Pages·2018·6.45 MB·English

by  Hasan Deniz

Hasan Deniz · Lisa A. Borgerding
Editors
Evolution
Education Around
the Globe
Evolution Education Around the Globe
Hasan Deniz Lisa A. Borgerding
(cid:129)
Editors
Evolution Education Around
the Globe
123
Editors
Hasan Deniz LisaA.Borgerding
Collegeof Education Collegeof Education, Health,
University of Nevada LasVegas andHumanServices
LasVegas, NV KentState University
USA Kent, OH
USA
ISBN978-3-319-90938-7 ISBN978-3-319-90939-4 (eBook)
https://doi.org/10.1007/978-3-319-90939-4
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Preface
Istheteaching ofevolution only controversial inafew places orfor members ofa
fewconservativereligioussects?Ourtravelsandcommunicationwithourevolution
education research colleagues around the world made us anecdotally answer no to
this question, but we realized that we lacked a systematic way of making such
comparative assertions. Evolution Education Around the Globe begins to answer
this question and provides what we hope is an internationally informed conversa-
tion about evolution education.
The origin of this book goes back to our years together at Indiana University
Science Education Doctoral Program. During our time together in the doctoral
program, we realized our common interest in evolution education and evolution
education research. We collaborated over several research projects exploring evo-
lution acceptance and understanding among Turkish and American preservice
biology teachers. Our manuscripts from these projects appeared in Journal of
Research in Science Teaching and Reports of the National Center for Science
Education. We both graduated in 2007 and took Assistant Professor of Science
Education positions at University of Nevada, Las Vegas (Hasan Deniz) and Kent
State University (Lisa A. Borgerding). Our collaborative work had a pause as we
struggled with the responsibilities of our new positions and life events until we
resumedourcollaborationwhenwe metinWashington, D.C., toattendaNational
Science Foundation event in 2015. At this point, we both secured our tenure and
were promoted to the rank of Associate Professor of Science Education. We real-
ized that our passion for evolution education persisted, and we discussed possible
ways to resume our collaboration. We quickly agreed on a need for a book pro-
viding a global view on evolution education and evolution education research.
Immediately after our meeting at Washington, D.C., we secured a book proposal
fromSpringer.Whenwementionedourintentionforsuchabooktoourcolleagues
inAmericanEducationResearchAssociation(AERA)andNationalAssociationfor
ResearchinScienceTeaching(NARST)conferences,wewereencouragedthatour
colleaguesfromaroundtheworldpraisedourefforts,andsomeofthemwereeager
to submit a chapter describing status of evolution education in their respective
v
vi Preface
countriesorregions.Withthisencouragement,wesentacallforchapterstoe-mail
listservs or contact persons of international science education organizations. In the
call for chapters, we expressed the need for a book and invited colleagues around
the world to provide a chapter systematically summarizing evolution education
literature in their country or geographical region and address the following topics:
(cid:129) Public acceptance of evolutionary theory within the social and cultural context
of the country;
(cid:129) Whether there are anti-evolution movements in the country;
(cid:129) Place of evolutionary theory in the curriculum;
(cid:129) Emphasis given to evolutionary theory in biology teacher education programs;
(cid:129) Biology teachers’ attitudes toward teaching evolutionary theory;
(cid:129) Suggestions to improve evolution education in the country.
This book differs from other books about evolution education in at least three
distinct ways. First, and most importantly, the proposed book has an international
focus. The vast majority of evolution education books are mono-national, and
almost all exclusively focus on the evolution education controversy in the USA.
Second, the individual chapter contributions for the proposed book include com-
mon elements that facilitate a cross-cultural meta-analysis. This meta-analysis will
serve as the culmination of this international inquiry. Finally, this book is written
for a primarily academic audience in an effort to provide a much-needed common
background for future evolution education research across the globe.
We are indebted to each of the authors for their willingness to provide an
overview of evolution education and evolution education research in their respec-
tive countries or regions. These authors excavated and synthesized research and
policy documents inthese different regions,andmany even gathered andanalyzed
new or previously unreported data in this context. Very selfishly, we have had the
pleasure of working with these excellent scholars from around the world and
engaginginconversationswehavelongsoughttohave.Wehavelearnedfromthe
chapters in this volume and hope that evolution education will benefit from this
international perspective.
We are also grateful to our shared doctoral advisor, Dr. Valarie Akerson, who
has long supported our careers and provided thoughtful advice as we first
endeavored to initiate this book project.
Finally, we are grateful to our families for supporting us throughout the pro-
duction of this book.
Las Vegas, NV, USA Hasan Deniz
Kent, OH, USA Lisa A. Borgerding
Contents
Part I Introduction
1 Evolutionary Theory as a Controversial Topic in Science
Curriculum Around the Globe . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Hasan Deniz and Lisa A. Borgerding
Part II North and South America
2 Pedagogical Implications of American Muslims’ Views on
Evolution. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Khadija E. Fouad
3 ProjectTeachEvolution:PreparingBiologyPre-serviceTeachers
to Teach Evolution in Missouri, U.S.A.. . . . . . . . . . . . . . . . . . . . . . 41
Patricia J. Friedrichsen, Larry G. Brown and Johannes Schul
4 Controversial Before Entering My Classroom: Exploring
Pre-service Teacher Experiences with Evolution Teaching and
Learning in the Southeastern United States . . . . . . . . . . . . . . . . . . 59
Amanda L. Glaze and M. Jenice “Dee” Goldston
5 Case Studies in Teaching Evolution in the Southwestern U.S.:
The Intersection of Dilemmas in Practice . . . . . . . . . . . . . . . . . . . . 81
Rachel J. Fisher
6 Evolution Education in Mexico, Considering
Cultural Diversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Alma Adrianna Gómez Galindo, Alejandra García Franco,
María Teresa Guerra Ramos, Eréndira Alvarez Pérez
and José de la Cruz Torres Frías
7 Evolution Education and the Rise of the Creationist Movement
in Brazil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Alandeom W. Oliveira and Kristin L. Cook
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viii Contents
8 Evolution Education in Galápagos: What Do Biology Teachers
Know and Think About Evolution? . . . . . . . . . . . . . . . . . . . . . . . . 137
Sehoya Cotner and Randy Moore
Part III Europe
9 Evolution Education in England . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Michael J. Reiss
10 Evolution Education and Evolution Denial in Scotland. . . . . . . . . . 169
J. Roger Downie, Ronan Southcott, Paul S. Braterman
and N. J. Barron
11 Teaching Evolution in Greece. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195
Panagiotis K. Stasinakis and Kostas Kampourakis
12 Evolution Education in France: Evolution Is Widely Taught
and Accepted . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213
Marie-Pierre Quessada and Pierre Clément
13 Evolution Education in the German-Speaking Countries . . . . . . . . 235
Erich Eder, Victoria Seidl, Joshua Lange and Dittmar Graf
Part IV Middle East
14 An Insight into Evolution Education in Turkey . . . . . . . . . . . . . . . 263
Ebru Z. Muğaloğlu
15 Evolution Education in Iran: Shattering Myths About Teaching
Evolution in an Islamic State . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281
Mahsa Kazempour and Aidin Amirshokoohi
16 Evolution Education in the Arab States: Context, History,
Stakeholders’ Positions and Future Prospects. . . . . . . . . . . . . . . . . 297
Saouma BouJaoude
Part V Asia
17 Evolution Education in Hong Kong (1991–2016): A Content
Analysis of the Biology Textbooks for Secondary School
Graduates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 315
Ka Lok Cheng and Kam Ho Chan
18 Evolution Education in Indonesia: Pre-service Biology Teachers’
Knowledge, Reasoning Models, and Acceptance of Evolution. . . . . 335
Arif Rachmatullah, Ross H. Nehm, Fenny Roshayanti and Minsu Ha
19 A Glimpse of Evolution Education in the Malaysian Context. . . . . 357
Yoon Fah Lay, Eng Tek Ong, Crispina Gregory K. Han
and Sane Hwui Chan
Contents ix
20 Biological Evolution Education in Malaysia;
Where We Are Now . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 375
Kamisah Osman, Rezzuana Razali and Nurnadiah Mohamed Bahri
21 Evolution Education in the Philippines:
A Preliminary Investigation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 391
Jocelyn D. Partosa
Part VI Africa
22 The Unusual Case of Evolution Education in South Africa . . . . . . 409
Martie Sanders
Part VII New Zealand
23 Evolution Education in New Zealand . . . . . . . . . . . . . . . . . . . . . . . 431
Alison Campbell
Part VIII Conclusion
24 Evolution Education Around the Globe: Conclusions
and Future Directions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 449
Lisa A. Borgerding and Hasan Deniz
About the Editors
Hasan Deniz is an Associate Professor of Science Education at University of
NevadaLasVegas(UNLV).Heteachesundergraduate,masters,anddoctorallevel
courses in science education program at UNLV. His research agenda includes
students’andteachers’epistemologicalbeliefsaboutscience(natureofscience)and
evolution education. He is recently engaged in professional development activities
supported by several grants targeting to increase elementary teachers’ knowledge
and skills to integrate science, language arts, and engineering education within the
context of Next Generation Science Standards.
Lisa A. Borgerding is an Associate Professor of Science Education at Kent State
University. She teaches undergraduate, masters, and doctoral level courses in sci-
ence education and research methodology. Her research centers upon the teaching
andlearningofbiologicalevolutionfromearlychildhoodthroughcollege,natureof
science instruction, preservice and inservice teacher development, and service
learning in teacher education.
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