Teleological vs. Scientific views of evolution theory among high school biology teachers in Argentina, Brazil, and Uruguay
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/1822/73908 |
Resumo: | This study explored the degree to which High School biology teachers in three Latin American countries embraced the religious concept of teleology or used it to motivate religious students to accept Darwinian evolution’s scientific theory. The countries were (in increasing religiosity order): Uruguay, Brazil, and Argentina. We administered a one-item questionnaire to teachers in each country. It inquired how strongly teachers agreed or disagreed with the test statement: “The emergence of the human species (Homo sapiens) was the aim of the evolution of living species.” High School biology teachers’ acceptance and use of teleology was minimal in all three countries and related neither to their own religious beliefs nor to their country’s degree of religiosity. We followed up with interviews of a subsample of 10 participating teachers in each country. Interviews were interpreted using ‘Collective Subject Discourse’ (DSC) analysis. Teachers in Argentina and Uruguay reported difficulty overcoming students’ anti-science attitudes, especially their antievolution attitudes. We conclude that improvement of pedagogical strategies is needed to motivate student acceptance of Darwinian evolution. Such strategies must appeal especially to students with highly religious upbringing, who disproportionately repudiate evolution and other scientific theories that are unpopular among highly religious people. |
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Teleological vs. Scientific views of evolution theory among high school biology teachers in Argentina, Brazil, and UruguayLatin AmericaScience denialScience-Religion relationshipScience educationCiências Sociais::Ciências da EducaçãoEducação de qualidadeThis study explored the degree to which High School biology teachers in three Latin American countries embraced the religious concept of teleology or used it to motivate religious students to accept Darwinian evolution’s scientific theory. The countries were (in increasing religiosity order): Uruguay, Brazil, and Argentina. We administered a one-item questionnaire to teachers in each country. It inquired how strongly teachers agreed or disagreed with the test statement: “The emergence of the human species (Homo sapiens) was the aim of the evolution of living species.” High School biology teachers’ acceptance and use of teleology was minimal in all three countries and related neither to their own religious beliefs nor to their country’s degree of religiosity. We followed up with interviews of a subsample of 10 participating teachers in each country. Interviews were interpreted using ‘Collective Subject Discourse’ (DSC) analysis. Teachers in Argentina and Uruguay reported difficulty overcoming students’ anti-science attitudes, especially their antievolution attitudes. We conclude that improvement of pedagogical strategies is needed to motivate student acceptance of Darwinian evolution. Such strategies must appeal especially to students with highly religious upbringing, who disproportionately repudiate evolution and other scientific theories that are unpopular among highly religious people.This work was financially supported by Portuguese national funds through the FCT (Foundation for Science and Technology) within the framework of the CIEC (Research Center for Child Studies of the University of Minho) projects under the references UIDB/00317/2020 and UIDP/00317/2020.Universitas Ahmad DahlanUniversidade do MinhoSilva, Heslley MachadoPeñoloza, GonzaloMichaels, Robert A.Carvalho, Graça Simões de20212021-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/1822/73908engSilva, H.M., Peñoloza, G., Michaels, R. & Carvalho, G.S. (2021) Teleological vs. Scientific Views of Evolution Theory among High School Biology Teachers in Argentina, Brazil, and Uruguay. Jurnal Bioedukatika, 9(2), 61-742338-66302541-564610.26555/bioedukatika.v9i2.20715http://journal.uad.ac.id/index.php/BIOEDUKATIKA/article/view/20715info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-07-21T12:15:50Zoai:repositorium.sdum.uminho.pt:1822/73908Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T19:08:21.874075Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Teleological vs. Scientific views of evolution theory among high school biology teachers in Argentina, Brazil, and Uruguay |
title |
Teleological vs. Scientific views of evolution theory among high school biology teachers in Argentina, Brazil, and Uruguay |
spellingShingle |
Teleological vs. Scientific views of evolution theory among high school biology teachers in Argentina, Brazil, and Uruguay Silva, Heslley Machado Latin America Science denial Science-Religion relationship Science education Ciências Sociais::Ciências da Educação Educação de qualidade |
title_short |
Teleological vs. Scientific views of evolution theory among high school biology teachers in Argentina, Brazil, and Uruguay |
title_full |
Teleological vs. Scientific views of evolution theory among high school biology teachers in Argentina, Brazil, and Uruguay |
title_fullStr |
Teleological vs. Scientific views of evolution theory among high school biology teachers in Argentina, Brazil, and Uruguay |
title_full_unstemmed |
Teleological vs. Scientific views of evolution theory among high school biology teachers in Argentina, Brazil, and Uruguay |
title_sort |
Teleological vs. Scientific views of evolution theory among high school biology teachers in Argentina, Brazil, and Uruguay |
author |
Silva, Heslley Machado |
author_facet |
Silva, Heslley Machado Peñoloza, Gonzalo Michaels, Robert A. Carvalho, Graça Simões de |
author_role |
author |
author2 |
Peñoloza, Gonzalo Michaels, Robert A. Carvalho, Graça Simões de |
author2_role |
author author author |
dc.contributor.none.fl_str_mv |
Universidade do Minho |
dc.contributor.author.fl_str_mv |
Silva, Heslley Machado Peñoloza, Gonzalo Michaels, Robert A. Carvalho, Graça Simões de |
dc.subject.por.fl_str_mv |
Latin America Science denial Science-Religion relationship Science education Ciências Sociais::Ciências da Educação Educação de qualidade |
topic |
Latin America Science denial Science-Religion relationship Science education Ciências Sociais::Ciências da Educação Educação de qualidade |
description |
This study explored the degree to which High School biology teachers in three Latin American countries embraced the religious concept of teleology or used it to motivate religious students to accept Darwinian evolution’s scientific theory. The countries were (in increasing religiosity order): Uruguay, Brazil, and Argentina. We administered a one-item questionnaire to teachers in each country. It inquired how strongly teachers agreed or disagreed with the test statement: “The emergence of the human species (Homo sapiens) was the aim of the evolution of living species.” High School biology teachers’ acceptance and use of teleology was minimal in all three countries and related neither to their own religious beliefs nor to their country’s degree of religiosity. We followed up with interviews of a subsample of 10 participating teachers in each country. Interviews were interpreted using ‘Collective Subject Discourse’ (DSC) analysis. Teachers in Argentina and Uruguay reported difficulty overcoming students’ anti-science attitudes, especially their antievolution attitudes. We conclude that improvement of pedagogical strategies is needed to motivate student acceptance of Darwinian evolution. Such strategies must appeal especially to students with highly religious upbringing, who disproportionately repudiate evolution and other scientific theories that are unpopular among highly religious people. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021 2021-01-01T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/1822/73908 |
url |
http://hdl.handle.net/1822/73908 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Silva, H.M., Peñoloza, G., Michaels, R. & Carvalho, G.S. (2021) Teleological vs. Scientific Views of Evolution Theory among High School Biology Teachers in Argentina, Brazil, and Uruguay. Jurnal Bioedukatika, 9(2), 61-74 2338-6630 2541-5646 10.26555/bioedukatika.v9i2.20715 http://journal.uad.ac.id/index.php/BIOEDUKATIKA/article/view/20715 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universitas Ahmad Dahlan |
publisher.none.fl_str_mv |
Universitas Ahmad Dahlan |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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