Biology students' and teachers' religious beliefs and attitudes towards theory of evolutio

Evrim dini inanışlarda tartışmalı bir konu olduğundan okullarda iyi bir şekilde ifade edilmez. Bu çalışmada, Türkiye’deki biyoloji öğretmenlerin ve öğrencilerin dini inanışlarıyla evrim teorisini hangi boyutta bağdaştırdıkları keşfedilir. 250 lise öğrencisi ve 38 lise biyoloji öğretmeninden (1) biyolojik evrimi kabul etme-reddetme ile bunların sebeplerini, (2) evrim-yaradılış teorileri ve biyoloji müfredatında onların etkileri hakkında tutumlarını, (3) öğretmenlerin geçmiş eğitim yaşantılarını içeren bir anketi tamamlamaları istenilmiştir. Bu araştırma betimsel olup ileride yapılacak olan çalışmalara yol göstermektedir. Sonuçlar araştırmaya katılanların çoğunun evrimi reddettiklerini ve evrimin reddedilmesinin sebebinin ise onların dini inanışları, evrime karşı öğretmenlerin tutumları ve okullarda evrimin öğretimi ile güçlü bir şekilde ilişkili olduğunu göstermiştir. Öğretmen ve öğrenciler ya bilimsel kitaplarda tanımlanılan evrim teorisine yada dini organizasyonlar tarafından savunulan yaradılışçılık görüşüne inanmaları gerektiğine inanmışlardır. Onlar birini kabul ettiklerinde diğerini reddetmek zorunda olduklarını düşünürler.

Biyoloji öğretmenlerinin ve öğrencilerinin dini inançları ve evrim teorisine karşı tutumları

Evolution has not being well addressed in schools partly because it is a controversial topic in religious views. In the present study, it is explored to what extent Turkish secondary school biology teachers and students accommodate the theory of biological evolution with their religious beliefs. Two-hundred fifty secondary school students and thirdy-eight biology teachers were asked to complete a questionnaire addressing (1) their acceptance of evolution and reasons of their acceptance, (2) their attitudes towards evolution and creation and impact on their education curriculum, (3) teachers’ educational backgrounds information. This research is descriptive, yet the study findings inform further studies. Findings reveal that the majority of the participants rejected the theory of evolution. Their rejection of evolution correlated strongly with their religious beliefs and for students, with their teachers’ attitudes towards evolution and its teaching in schools. Students and teachers believed that they should believe in either of these views; theory of evolution as it is described in scientific text or in creationism as advocated by religious organizations. Our participants thought they should reject one if they accept the other.

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