Teaching nature of science in introductory biology: Impacts on students' acceptance of biological evolution

Abstract: The present study investigates the impact of explicit, reflective Nature of Science instruction on students' evolution acceptance, understanding of evolution as a theory, and understanding of Nature of Science in an introductory biology course. Results revealed similar improvement in evolution acceptance in both the treatment and control groups, but also that Nature of Science instruction had disproportionately large impacts on evolution acceptance for women and individuals who already had high acceptance. Click here, to read full publication.

Jeremy D Sloane, Lindsay B Wheeler, Jessamyn S Manson
https://pubmed.ncbi.nlm.nih.gov/37561782/