I Won't Teach Evolution; It's Against my Religion. And Now for the Rest of the Story…

By Randy Trani. 2004

173 citations recorded by the source corpus.

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The Story Behind the Science: Bringing Science and Scientists to Life in Post-Secondary Science Education (2011, unknown): “For instance, student understanding of biological evolution has been shown to be significantly influenced by their understanding of the NOS (Johnson and Peeples 1987; Bishop and Anderson 1990; Rudolph and Stewart 1998; Rutledge and Warden 2000; Trani 2004), and secondary science teachers who underst”
Socioscience and Ethics in Science Classrooms: Teacher Perspectives and Strategies. (2006, background): “Evolution is one of science’smost robust and well-tested theories; and yet, because students, parents, and teachers perceive it conflicting with their religious ideas, the topic can become very difficult to cover in some cases and completely avoided in others (Sinclair & Baldwin, 1995; Trani, 2004).”
Feeling of certainty: Uncovering a missing link between knowledge and acceptance of evolution (2012, methodology): “American in-service biology teachers from Indiana (Rutledge & Warden, 2000), Ohio (Korte, 2003), and Oregon (Trani, 2004) harbored Table 3”
A Cross‐Cultural Comparison of Korean and American Science Teachers’ Views of Evolution and the Nature of Science (2011, background): “Korean science teachers displayed lower MATE scores than the ‘high’ evolutionary acceptance values for biology teachers from Oregon and Ohio, however (Oregon mean MATE = 85.9, SD = 17.48; Ohio mean MATE = 87, SD = 17.24).”