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

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.