Counterpoint: Belief, understanding, and the teaching of evolution

By Mike U. Smith. 2007

127 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/5baab28edfad37975442fda1ace9dbea8f5d5377

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In History and Philosophy of Science

In Sociology and Political Science

Citations in the corpus

A More Fine-Grained Measure of Students' Acceptance of Evolution: Development of the Inventory of Student Evolution Acceptance—I-SEA (2012, background): “Smith (1994) argues that belief implies the warrant for consideration of a construct is based on personal convictions, faith, feelings, opinions, and the degree of congruence with other belief systems.”
Academic preparation in biology and advocacy for teaching evolution: Biology versus non-biology teachers (2009, background): “Generally, “acceptance” is considered the recognition of a theory’s validity through rational and systematic evaluation of evidence, whereas belief is considered the recognition of a theory’s validity, using personal conviction, opinion, and extrarational criteria (Smith, 1994; Southerland & Sinatra”
Evolution and personal religious belief: Christian university biology-related majors' search for reconciliation (2011, background): “Cobern (1994) argues that the primary goal of teaching evolutionary concepts is the understanding of evolution rather than a belief in evolution.”
Feeling of certainty: Uncovering a missing link between knowledge and acceptance of evolution (2012, background): “Some insist that believing is distinct from knowing, and that use of the term belief should be avoided in the science classroom (Smith, Siegel, & McInerney, 1995) while others insist that consideration of what is believable is central to understanding and accepting evolution (Cobern, 1994).”
Relationship between Achievement and Students' Acceptance of Evolution or Creation in an Upper-Level Evolution Course. (2006, methodology): “Our use of accept reinforced the scientific evaluation of evolution (Cooper, 2001; Smith, 1994; see Nelson [2000] for further description of nonscientific yet legitimate evaluations of evolution).”