Home Page 1

Reference URL

Comment

Save to favorites

To link to the entire object, paste this link in email, IM or document

To embed the entire object, paste this HTML in website

To link to this page, paste this link in email, IM or document

To embed this page, paste this HTML in website

The role of external pressure and support on teacher choices related to evolution curriculum in the secondary biology classroom

Page 1

Save page

1 of 221

View Description

View PDF & Text

Download

small (250x250 max)

medium (500x500 max)

large ( > 500x500)

Full Resolution

All (PDF)

This page

All

Subset

PDF
Text

Text Search...

Object Description

Title	The role of external pressure and support on teacher choices related to evolution curriculum in the secondary biology classroom
Author	Oschman, Scot
Author email	scotoschman2000@marshall.usc.edu; oschmans@pvpusd.k12.ca.us
Degree	Doctor of Philosophy
Document type	Dissertation
Degree program	Education
School	Rossier School of Education
Date defended/completed	2008-12-03
Date submitted	2009
Restricted until	Unrestricted
Date published	2009-01-22
Advisor (committee chair)	Hentschke, Guilbert
Advisor (committee member)	Cummings, Thomas Datnow, Amanda
Abstract	The scientific community strongly and virtually universally supports the teaching of biological evolution in our public schools. However, there are many in the general public who object to the teaching of biological evolution in our nation’s science classrooms. Groups such as Answers in Genesis and the Discovery Institute, along with parents, students, school boards, and school administrators are alleged by many in the scientific and science education communities to be pressuring teachers in a variety of ways regarding the teaching of evolution.; The purpose of this study was to examine the sources of, extent of, and ways in which science teachers deal with external influences that attempt to alter their science curriculum related to the teaching of the theory of biological evolution in order to support it, deemphasize it or remove it from their classrooms. It also attempted to determine the impact these outside influences have on evolution education in the classroom. Internal influences were examined in order to ascertain other possible reasons why teachers might or might not de-emphasize, omit, or teach evidence contrary to evolution.; Two thousand cover letters were sent out to high school biology teachers selected at random from three states in the U.S. Registry of Teachers, directing them to a web site where they could complete the questionnaire online. One hundred seventy eight teachers responded to the survey. The statistical analyses used in this study to examine the results included analysis of variance (ANOVA), independent samples t tests for means comparisons, as well as a variety of descriptive statistics.; This study found that 59% of the teachers who responded had experienced some form of pressure related to their evolution curriculum, and that the majority of this pressure came from students, groups or individuals not affiliated with their school district, and parents. The most common manifestations of pressure were to teach that evolution was "only" a theory, and to teach about "the controversy" surrounding evolution. Both of these are tactics employed by groups that oppose the teaching of evolution in public schools, and play on common misconceptions the public holds about science. It was also found that 94% of the teachers who responded had experienced some form of support for their evolution curriculum.; Further, it was found that those teachers who felt academically prepared to teach evolution were more resistant to pressure to alter their curriculum with respect to evolution. It was also found that teachers who personally accept the scientific validity of biological evolution were more resistant to pressure, teachers who felt supported by parents as well as teachers who felt supported by individuals and groups not directly affiliated with their school districts were more resistant to pressure, and teachers who felt that not enough emphasis is placed on evolution in their state’s annual science tests were more resistant to pressure.; This research has implications for teachers of evolution, education policy makers, as well as science and science education organizations, all of which play a role in how evolution, considered to be the cornerstone of biology, is presented to students. It shows that teachers are indeed feeling pressure on their evolution curriculum, but that they are also feeling support for it, and illustrates some potential approaches to mitigate this pressure.
Keyword	evolution; biology; classroom; support; pressure
Geographic subject (country)	USA
Language	English
Part of collection	University of Southern California dissertations and theses
Publisher (of the original version)	University of Southern California
Place of publication (of the original version)	Los Angeles, California
Publisher (of the digital version)	University of Southern California. Libraries
Provenance	Electronically uploaded by the author
Type	texts
Legacy record ID	usctheses-m1952
Rights	Oschman, Scot
Repository name	Libraries, University of Southern California
Repository address	Los Angeles, California
Repository email	http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/
Filename	etd-Oschman-2617
Archival file	uscthesesreloadpub_Volume26/etd-Oschman-2617.pdf