Shared more. Cited more. Safe forever.
    • advanced search
    • submit works
    • about
    • help
    • contact us
    • login
    View Item 
    •   MOspace Home
    • University of Missouri-Columbia
    • College of Education (MU)
    • Department of Learning, Teaching, and Curriculum (MU)
    • Learning, Teaching, and Curriculum presentations (MU)
    • View Item
    •   MOspace Home
    • University of Missouri-Columbia
    • College of Education (MU)
    • Department of Learning, Teaching, and Curriculum (MU)
    • Learning, Teaching, and Curriculum presentations (MU)
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.
    advanced searchsubmit worksabouthelpcontact us

    Browse

    All of MOspaceCommunities & CollectionsDate IssuedAuthor/ContributorTitleIdentifierThesis DepartmentThesis AdvisorThesis SemesterThis CollectionDate IssuedAuthor/ContributorTitleIdentifierThesis DepartmentThesis AdvisorThesis Semester

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular AuthorsStatistics by Referrer

    Will I Teach Evolution? A Multiple Case Study of Prospective Biology Teachers

    Friedrichsen, Patricia J.
    Hanuscin, Deborah L.
    Hutchins, Kristen L.
    View/Open
    [PDF] WillITeachEvolutionMultipleCaseStudy.pdf (130.5Kb)
    Date
    2006-04
    Format
    Conference paper
    Metadata
    [+] Show full item record
    Abstract
    The purpose of this multiple case study was to examine the impact of a biology-focused science methods course on prospective teachers' preparedness to teach evolution and to explore factors that influence their intentions to teach evolution. The researchers sought to understand the interplay between prospective teachers' personal and contextual issues (including acceptance of evolution and views of the nature of science) on their anticipated plans for teaching evolution. Participants included 3 female and 2 male students. Data collection utilized VNOS-C questionnaire, Measure of Acceptance of Evolution instrument, semi-structured interviews, and instructor and student journals. Profiles were created for each participant, and analyzed to identify cross-case themes. Findings indicate the development of prospective teachers' instructional plans for teaching evolution was mediated by their views of the nature of science and their understanding of evolution. As a result of course activities, there was a shift in the nature of prospective teachers' concerns about teaching evolution; however, although each of the prospective teachers personally accepted the theory of evolution, concerns about their future students', parents', and colleagues' acceptance of evolution played a significant role in their decision whether to teach evolution in their future classrooms.
    URI
    http://hdl.handle.net/10355/8820
    Part of
    Learning, Teaching, and Curriculum presentations (MU)
    Rights
    OpenAccess.
    This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
    Collections
    • Learning, Teaching, and Curriculum presentations (MU)

    Send Feedback
    hosted by University of Missouri Library Systems
     

     


    Send Feedback
    hosted by University of Missouri Library Systems