This I believe : the relationship between beliefs and learning about biological evolution / by Michael R. Adams.
| Author/creator | Adams, Michael R. author. |
| Other author | James, Linda Everett, degree supervisor. |
| Other author | East Carolina University. Department of Mathematics and Science Education. |
| Format | Theses and dissertations |
| Production | 2006. |
| Description | 89 leaves : illustrations (some color), forms ; 28 cm |
| Supplemental Content | Access via ScholarShip |
| Subjects |
| Summary | The purpose of this thesis is to explore the effect of religious beliefs on the learning of biological evolution concepts by students enrolled in an introductory university level biology course. The primary hypothesis stated that students reporting religious beliefs about the origin and diversity of life would face greater difficulty in an introductory university level biology course than would students with more scientific beliefs about the origin of life. Students in a single section of an introductory biology course were administered a survey and conceptual knowledge quiz before and after completing a unit on evolution within their course. The survey was designed to gather information regarding basic demographics, religious participation, and beliefs about evolution. Participants were divided into four groups based on acceptance of religious, scientific, or both religious and scientific beliefs about the origin and diversity of life. Six students representing the beliefs groups were selected to participate in follow-up interviews to provide more intensive discussion of results. Findings yielded significant effects of religious belief on evolution unit exam grade, overall course grade, and conceptual knowledge quiz scores. Those students reporting exclusively religious beliefs scored significantly lower than other students on each of the achievement measures. Within this group of students with religious beliefs, the students who reported less certainty of belief scored significantly lower than their more certain peers on the unit exam and overall course grade. Of the students who changed groups between the first and second survey administration, most students moved toward a more scientific explanation. Implications for the classroom and directions for future research are discussed. |
| General note | Presented to the faculty of the Department of Mathematics and Science Education. |
| General note | Advisor: Linda E. James. |
| Dissertation note | M.A. East Carolina University 2006 |
| Bibliography note | Includes bibliographical references (leaves 67-74). |
| Genre/form | Academic theses. |
| Genre/form | Academic theses. |
| Genre/form | Thèses et écrits académiques. |
Availability
| Library | Location | Call Number | Status | Item Actions |
|---|---|---|---|---|
| Electronic Resources | Access Content Online | ✔ Available |