Reconciling evolution: evidence from a biology and theology course

Ethan R Tolman,April Maskiewicz Cordero,Mark Mann,Jamie L Jensen,Daniel G Ferguson

doi:10.1186/s12052-020-00133-9

Ethan R Tolman, April Maskiewicz Cordero + Show 3 more

Open Access

https://doi.org/10.1186/s12052-020-00133-9

Copy DOI

Abstract

BackgroundMany individuals reject evolutionary theory due to a perceived conflict with their religious beliefs. To bridge this gap, educators have attempted different approaches including approaching evolution rejection as a consequence of deficit thinking and teaching students the nature of science (including the scientific process and peer review process as well as questions that science can and cannot answer).Teaching the nature of science has shown promising gains in the acceptance of evolution, although acceptance rates remain low. We propose a further approach: the use of a reconciliatory model designed to help students accept evolution within the framework of their religious beliefs. We tested this approach in both biology and theology classrooms at a Nazarene-affiliated university. Both professors approached the subject in a reconciliatory fashion.ResultsThis study found that by utilizing a reconciliatory approach, the students in both classrooms saw significant gains in evolution acceptance, with gains being greatest in the biology classroom. In addition, we saw no decrease in student religiosity.ConclusionsImplications of this are discussed. The results of this study confirm the effectiveness of a reconciliatory model, which opens several avenues for further research.

Highlights

Many individuals reject evolutionary theory due to a perceived conflict with their religious beliefs
Evolution acceptance A Wilcoxon signed-rank test indicated that in the biology class, students experienced a significant increase in evolution acceptance, Mpre = 72.8%, Mpost = 82.2%, z = 5.05, p < .001, with large effect (r = .49); students in the theology class experienced significant increases, Mpre = 72.8%, Mpost = 76.7%, z = 3.88, p < .001, with medium effect (r = .29)
The gains in evolution acceptance in the biology classroom were significantly higher than the gains in the theology classroom, this research shows that a theology classroom could be a viable setting for increasing student acceptance of evolutionary theory

Summary

Introduction

Many individuals reject evolutionary theory due to a perceived conflict with their religious beliefs To bridge this gap, educators have attempted different approaches including approaching evolution rejection as a consequence of deficit thinking and teaching students the nature of science (including the scientific process and peer review process as well as questions that science can and cannot answer).Teaching the nature of science has shown promising gains in the acceptance of evolution, acceptance rates remain low. We propose a further approach: the use of a reconciliatory model designed to help students accept evolution within the framework of their religious beliefs. We tested this approach in both biology and theology classrooms at a Nazarene-affiliated university. These types of inaccurate accusations have the potential to activate defense mechanisms that can alter one’s perception of ideas (Vailiant et al 2001) and potentially negatively affect evolution acceptance

Methods

Results

Discussion

Conclusion