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Using a Reconciliation Module Leads to Large Gains in Evolution Acceptance
Too many students reject the theory of evolution because they view it as incompatible with their religious beliefs. Some have argued that abandoning religious belief is the only way to help religious individuals accept evolution. Conversely, our data support that highlighting faith/evolution compati...
Autores principales: | , , , , , , , , , , , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
American Society for Cell Biology
2019
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8727060/ https://www.ncbi.nlm.nih.gov/pubmed/31702953 http://dx.doi.org/10.1187/cbe.19-04-0080 |
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author | Lindsay, John Arok, Adhieu Bybee, Seth M. Cho, Walter Cordero, April Maskiewicz Ferguson, Daniel G. Galante, Leontine L. Gill, Richard Mann, Mark Peck, Steven L. Shively, Cassidy L. Stark, Michael R. Stowers, Joshua A. Tenneson, Michael Tolman, Ethan R. Wayment, Thomas Jensen, Jamie L. |
author_facet | Lindsay, John Arok, Adhieu Bybee, Seth M. Cho, Walter Cordero, April Maskiewicz Ferguson, Daniel G. Galante, Leontine L. Gill, Richard Mann, Mark Peck, Steven L. Shively, Cassidy L. Stark, Michael R. Stowers, Joshua A. Tenneson, Michael Tolman, Ethan R. Wayment, Thomas Jensen, Jamie L. |
author_sort | Lindsay, John |
collection | PubMed |
description | Too many students reject the theory of evolution because they view it as incompatible with their religious beliefs. Some have argued that abandoning religious belief is the only way to help religious individuals accept evolution. Conversely, our data support that highlighting faith/evolution compatibility is an effective means to increase student acceptance. We surveyed students enrolled in entry-level biology courses at four religiously affiliated institutions. At each university, teachers gave students a presentation that demonstrated potential compatibility between evolution and faith within the teachings of each university’s respective religious affiliation. Students were asked to evaluate their own beliefs about evolution both before and after this instruction. After instruction at each university, students showed significant gains in evolution acceptance without abandoning their religious beliefs. These results demonstrate that giving religious students the opportunity to reconcile their religious beliefs with the theory of evolution under the influence of intentional instruction on the compatibility of belief and evolution can lead to increased evolution acceptance among religious students. |
format | Online Article Text |
id | pubmed-8727060 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2019 |
publisher | American Society for Cell Biology |
record_format | MEDLINE/PubMed |
spelling | pubmed-87270602022-01-08 Using a Reconciliation Module Leads to Large Gains in Evolution Acceptance Lindsay, John Arok, Adhieu Bybee, Seth M. Cho, Walter Cordero, April Maskiewicz Ferguson, Daniel G. Galante, Leontine L. Gill, Richard Mann, Mark Peck, Steven L. Shively, Cassidy L. Stark, Michael R. Stowers, Joshua A. Tenneson, Michael Tolman, Ethan R. Wayment, Thomas Jensen, Jamie L. CBE Life Sci Educ Article Too many students reject the theory of evolution because they view it as incompatible with their religious beliefs. Some have argued that abandoning religious belief is the only way to help religious individuals accept evolution. Conversely, our data support that highlighting faith/evolution compatibility is an effective means to increase student acceptance. We surveyed students enrolled in entry-level biology courses at four religiously affiliated institutions. At each university, teachers gave students a presentation that demonstrated potential compatibility between evolution and faith within the teachings of each university’s respective religious affiliation. Students were asked to evaluate their own beliefs about evolution both before and after this instruction. After instruction at each university, students showed significant gains in evolution acceptance without abandoning their religious beliefs. These results demonstrate that giving religious students the opportunity to reconcile their religious beliefs with the theory of evolution under the influence of intentional instruction on the compatibility of belief and evolution can lead to increased evolution acceptance among religious students. American Society for Cell Biology 2019 /pmc/articles/PMC8727060/ /pubmed/31702953 http://dx.doi.org/10.1187/cbe.19-04-0080 Text en © 2019 J. Lindsay et al. CBE—Life Sciences Education © 2019 The American Society for Cell Biology. “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society for Cell Biology. https://creativecommons.org/licenses/by-nc-sa/3.0/This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License. |
spellingShingle | Article Lindsay, John Arok, Adhieu Bybee, Seth M. Cho, Walter Cordero, April Maskiewicz Ferguson, Daniel G. Galante, Leontine L. Gill, Richard Mann, Mark Peck, Steven L. Shively, Cassidy L. Stark, Michael R. Stowers, Joshua A. Tenneson, Michael Tolman, Ethan R. Wayment, Thomas Jensen, Jamie L. Using a Reconciliation Module Leads to Large Gains in Evolution Acceptance |
title | Using a Reconciliation Module Leads to Large Gains in Evolution Acceptance |
title_full | Using a Reconciliation Module Leads to Large Gains in Evolution Acceptance |
title_fullStr | Using a Reconciliation Module Leads to Large Gains in Evolution Acceptance |
title_full_unstemmed | Using a Reconciliation Module Leads to Large Gains in Evolution Acceptance |
title_short | Using a Reconciliation Module Leads to Large Gains in Evolution Acceptance |
title_sort | using a reconciliation module leads to large gains in evolution acceptance |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8727060/ https://www.ncbi.nlm.nih.gov/pubmed/31702953 http://dx.doi.org/10.1187/cbe.19-04-0080 |
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