Perceived consequences of evolution: College students perceive negative personal and social impact in evolutionary theory

By Sarah K. Brem, Michael Andrew Ranney, Jennifer Schindel. 2003

241 citations recorded by the source corpus.

Subfields: History and Philosophy of Science, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/2009f82ac3af039b3eb937fd722e8bfbdf4b6587

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Citations in the corpus

The challenges of teaching and learning about science in the twenty-first century: exploring the abilities and constraints of adolescent learners (2012, background): “That is, they may ask themselves, If I accept what the teacher is saying , do I have to change who I am as a person? (Brem, Ranney, & Schindel, 2003 ).”
Understanding Natural Selection: Essential Concepts and Common Misconceptions (2009, background): “…teachers (Vlaardingerbroek and Roederer 1997; Rutledge and Mitchell 2002; Deniz et al. 2008), the two parameters seem to be at most only very weakly related in students9 (Bishop and Anderson 1990; Demastes et al. 1995; Brem et al. 2003; Sinatra et al. 2003; Ingram and Nelson 2006; Shtulman 2006).”
Preliminary Evolutionary Explanations: A Basic Framework for Conceptual Change and Explanatory Coherence in Evolution (2009, background): “Students may also perceive a negative impact of evolutionary theory on the social and the personal aspects of life as they regard the consequences of accepting evolution more negative, the more time it was given to its teaching ( Brem et al. 2003 ).”
Evolution and personal religious belief: Christian university biology-related majors' search for reconciliation (2011, background): “Three studies investigated the perspectives of Christian students who attended secular universities: Brem, Ranney, and Schindel (2003), Dagher and BouJaoude (1997), and Hokayem and BouJaoude (2008).”
Relationship between Achievement and Students' Acceptance of Evolution or Creation in an Upper-Level Evolution Course. (2006, background): “Most students possess negative interpretations of the consequences of accepting evolution and evolutionary principles, regardless of their initial disposition toward evolution (Brem et al., 2003). According to Brem et al. (2003), a majority of both students accepting creation and students accepting ”
A More Fine-Grained Measure of Students' Acceptance of Evolution: Development of the Inventory of Student Evolution Acceptance—I-SEA (2012, background): “Some research suggests that acceptance of evolution allows students to construct greater understanding of this construct (Evans, 2008 ; Nadelson & Southerland, 2009 ; Rutledge & Warden, 2000 ), others find little to no relationship between students' acceptance and comprehension of evolution (Brem”
Changing Minds? Implications of Conceptual Change for Teaching and Learning about Biological Evolution (2008, background): “Brem et al. (2003) surveyed undergraduates regarding their perceptions of the “consequences” of believing in evolution.”
Plausibility Judgments in Conceptual Change and Epistemic Cognition (2016, background): “…individuals’ goals and intentions, epistemic motives and dispositions, or the social context, all which may be involved in the conceptual change process (see, e.g., Brem et al., 2003; E. M. Evans, 2001; Gregoire, 2003; Johnson & Sinatra, 2013; Sinatra, Kardash, Taasoobshirazi, & Lombardi, 2012).”
Academic preparation in biology and advocacy for teaching evolution: Biology versus non-biology teachers (2009, background): “Teachers and students have been shown to harbor negative perceptions of evolutionary theory (Brem et al., 2003; Fuerst, 1984).”
A Cross‐Cultural Comparison of Korean and American Science Teachers’ Views of Evolution and the Nature of Science (2011, background): “These and other contextual factors are not surprisingly associated with teachers’ emotional stress and negative perceptions regarding evolution (Brem, Ranney, & Schindel, 2003 ; Griffith & Brem, 2004 ).”
Current Status of Research in Teaching and Learning Evolution: I. Philosophical/Epistemological Issues (2010, background): “Still other studies have found no statistical relationship between these variables, both among other US college students (Brem et al. 2003; Lawson 1983) and among US fundamentalist/orthodox adults (Meadows et al.”
Evolution as a controversial issue: a review of instructional approaches (2008, background): “In summarizing their research, several researchers ( Brem et al. 2003; Brickhouse et al. 2000; Ingram and Nelson 2006; Jackson et al. 1995; Johnson and Peeples 1987; Meadows et al. 2000; Sinclair and Pendarvis 1997; Woods and Scharmann 2001) have suggested that students should be provided with the ”
The Importance of Understanding the Nature of Science for Accepting Evolution (2008, background): “But, while understanding evolution is a valuable end in itself, studies repeatedly find that understanding evolution is not reliably correlated with accepting evolution (e.g., Bishop and Anderson 1990; Lawson and Worsnop 1992; Demastes et al. 1995; Sinatra et al. 2003; Brem et al. 2003; Shtulman 200”