Enablers of Doubt: How Future Teachers Learn to Negotiate the Evolution Wars in Their Classrooms

Evolution deniers do not need to establish their own scientific position but merely cast doubt on some aspect of evolution or obtain a small amount of legitimacy for creationism or intelligent design to sow sufficient doubt in the mainstream. This doubt is one of three pillars, along with demands fo...

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Veröffentlicht in:The Annals of the American Academy of Political and Social Science 2015-03, Vol.658 (1), p.253-270
Hauptverfasser: BERKMAN, MICHAEL B., PLUTZER, ERIC
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creator BERKMAN, MICHAEL B.
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description Evolution deniers do not need to establish their own scientific position but merely cast doubt on some aspect of evolution or obtain a small amount of legitimacy for creationism or intelligent design to sow sufficient doubt in the mainstream. This doubt is one of three pillars, along with demands for equal time and the incompatibility of science and religion, that Eugenie Scott has argued define contemporary anti-evolution efforts. High school biology teachers play a crucial role in whether a high school biology course reinforces the scientific consensus or whether it confers legitimacy on creationist perspectives with pedagogical strategies consistent with the three pillars. As we have shown elsewhere, many public school teachers do contribute to public opinion on evolution. But where do these norms come from? This article begins to answer this question, using data from our 2007 National Survey of High School Biology Teachers and new data from a series of focus groups with preservice teachers. We find that, as early as in the preservice college years, teachers develop attitudes and pedagogical coping mechanisms that lead to support for the anti-evolution movement.
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subjects Climate change
Creationism
Education
Education systems
Evolution
Evolutionary biology
Focus groups
Intelligent design
Legitimacy
Pedagogy
Science education
Secondary school teachers
Teachers
Values, Knowledge Elites, and the Public
title Enablers of Doubt: How Future Teachers Learn to Negotiate the Evolution Wars in Their Classrooms
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