Abstract
The article discusses acceptance of evolution and its relevance for measuring scientific literacy. The author analyzes the National Science Foundation knowledge quiz in relation to theoretical, methodological, and moral arguments, proposing a distinction between quiet and animated scientific constructs. When a public learns of evolution as an animated construct, its acceptance is a poor indicator in a reflective model of scientific literacy. Acceptance of evolution may constitute a valuable indicator in reflective models of science knowledge for publics that engage with it disinterestedly, as well as in formative models of scientifically shaped worldviews, and it may also be studied in itself.
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