Identification of undergraduate biology students’ level acceptance and perceptions of evolution theory: A preliminary study

Abstract

The contradiction between evolution and personal beliefs is a challenging issue in learning evolution in Indonesia. Few studies report that Indonesia had more misconceptions, lower knowledge about the evolution concept, and lower acceptance of evolution than USA, Koreans, Greeks, and Romans. Teachers’ knowledge and acceptance of evolution theory contribute to how they teach evolution to their students. This preliminary study aimed to describe the levels of students' acceptance and perceptions of evolution before the learning process. This study involved 78 participants. The level of acceptance of evolution theory was measured by using Measure of the Theory of Evolution (MATE) and students' perception of evolution was obtained through a questionnaire. The results of MATE revealed 2 students (3%) in high acceptance, 23 students (29%) in moderate acceptance, 43 students (55%) in low acceptance, and 10 students (13%) in very low acceptance category. The questionnaire resulted in 32 students (41%) believed in, 28 students (36%) doubts, and 18 students (23%) not believed in the theory of evolution. Some of the students' perceptions are (1) evolution is a science that can be proved by the fact; (2) the theory of evolution is based solely on speculation; (3) evolution theory is contradictive with creationism and their beliefs; (4) people's misconceptions about the concept of evolution lead to the rejection of the evolution theory. Nevertheless, 93% of students would teach the theory of evolution to their students. These findings provide the view that students are caught between accepting or rejecting the theory of evolution.