Study of The structure of the knowledge of the biology teachers in accepting or rejecting the theory of species evolution (case study)

Document Type : Original Article

Authors

1 هیات علمی/دانشگاه فرهنگیان

2 Teacher

Abstract

Evolution is a theory in biology. This theory explains how organisms have changed in long times and have become modern. Evolutionary theory is the foundation of modern biology and is supported by many pieces of evidence, including fossils. However, there is a controversy in accepting or rejecting this theory, and there are many questions that need to be answered. Many biology teachers have no cognitive knowledge of evolutionary applications. In practice, the community does not accept evolutionary biology and is not very aware of the important role of evolutionary biology in improving quality of life. Considering the importance of the evolution theme in biology education, accepting or rejecting the Evolved theory were evaluated using a questionnaire and a conceptual map, the Graph Pad Prism statistical tool, and the Bon-Ferroni post-test, to analyze the knowledge structure of the 17 teachers of biology in Isfahan. The results indicated little knowledge of biology teachers with less experience from the importance of this science. Providing documented reasons for accepting the theory of evolution, accepting the relationship between this theory and the advances in agriculture, medicine, and the environment, and the little awareness of the introduction of religious discussions in this theory was achieved by examining responses and conceptual maps. Eventually, critical evaluation and reform of biology teacher training programs on this theory can help improve the development of high school education in Evolutionary biology.

Keywords

References

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Research in Biology Education
Volume 1, Issue 2 - Serial Number 2
September 2019
Pages 15-26

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