Fit to teach evolution? Pre- and in-service teachers’ knowledge and acceptance of evolution

Abstract

ABSTRACT Students need a clear grasp of evolution to understand biology and the world’s current environmental crises. Science teachers are essential in fostering evolution knowledge in their students. Numerous European studies have shown that science teachers possess a broad spectrum of alternative conceptions of evolution, and their acceptance of evolution varies. School curricula increasingly include key concepts of evolution from early grades on. However, studies are limited that examine differences in understandings and acceptance of evolution in different country contexts. This study investigated the knowledge and acceptance of evolution in Swiss science teachers: 1352 pre- and in-service year K-9 teachers were surveyed using two established questionnaires (KAEVO 2.0 and ATEVO). The results showed that as a group, pre-service kindergarten and primary school teachers had a poor grasp of evolution, while pre-and in-service lower secondary school teachers had moderate knowledge. However, we found that knowledge of evolution varied a great deal across the groups and that teachers in all groups had a range of alternative conceptions of evolution. Acceptance of evolution was high for all groups. Given that currently, prospective teachers on some educational tracks do not study evolution at all, our findings have important implications for teacher education in the sciences.