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Coalition of Scientific Coalition of Scientific Societies Societies
Evolution in Science Evolution in Science EducationEducation
Survey HighlightsSurvey Highlights Developed by Jennifer A.
Hobin, Ph.D.FASEB Office of Public Affairs
Challenges to Science Challenges to Science EducationEducation
Teaching evolutionary science and related subjects (plate tectonics, origins of the universe, age of the earth) has been challenged across the United States
Map provided courtesy of the American Geological Institute: http://www.agiweb.org/gap/evolution
*States where teaching evolution
has been challenged shown in yellow
Challenges to Science Challenges to Science EducationEducation
Creationism and intelligent design (ID) introduced as science Scientific topics singled out for non-scientific “critical
analysis” Established science labeled as “theory, not fact”
This textbook contains material on evolution. Evolution is a theory, not a
fact, regarding the origin of living things. This material should be approached with an open mind, studied carefully and critically
considered. Textbook disclaimer at the center of Selman v. Cobb County School District
court case
Coalition of Scientific Coalition of Scientific SocietiesSocieties
Unprecedented, interdisciplinary partnership among 17 scientific organizations
Organizations represent the physical, chemical, biological, and social sciences and science teachers communities
Joint effort to acquire a better understanding of challenges to science education and to explore opportunities for addressing them
Coalition conducted a survey of the American public to inform their efforts
Coalition MembersCoalition Members
Evolution in Evolution in Science Education SurveyScience Education Survey
National, telephone survey conducted by a professional research firm
Approximately 1,000 likely voters
Survey examined - Attitudes toward science and scientists- Views on evolutionary science in the context of
education- Opportunities for bolstering support for
teaching evolution and related subjects
Survey Data Have Been Survey Data Have Been Published in the Following Published in the Following
PublicationsPublications
Most Respondents Accept Most Respondents Accept EvolutionEvolution
Did all life evolve or was it created in its present form?
Did humans and other livings things evolve or were they created in their present form?
Did evolution occur naturally (natural selection) or with the guidance of a supreme being?
Humans and other life
All life0
10
20
30
40
50
60
70
Re
sp
on
se
(%
)
Evolved, naturally
Evolved, guidance Created
Don’t know
There is Support for There is Support for Evolution EducationEvolution Education
Although there is uncertainty about what to teach in science classes… - 41% uncertain about teaching intelligent design- 32% uncertain about teaching creationism- 22% uncertain about teaching evolution
…Most people favor teaching evolution!- 53% favor teaching evolution- 36% favor teaching creationism- 27% favor teaching ID
Why Don’t More People Accept Why Don’t More People Accept
Evolutionary Science?Evolutionary Science? Data show a correlation between acceptance of
evolution and scientific knowledge
- People who have some understanding of modern genetics are more likely to accept evolution (Miller et al., 2006)
- In the present survey, respondents who performed better on a brief assessment of scientific knowledge were more likely to accept evolution and to favor teaching evolution in science classes
Scientific KnowledgeScientific Knowledge
Only 23% of survey participants responded correctly to all three of the following true/false statements:*
- The continents or land masses on which we live have been moving for millions of years and will continue to move in the future (79% correctly agreed)
- Antibiotics kill viruses as well as bacteria (43% correctly disagreed)
- The earliest humans lived at the same time as the dinosaurs (53% correctly disagreed)
*69% of survey respondents had some college education
Scientific Knowledge and Scientific Knowledge and Acceptance of EvolutionAcceptance of Evolution
Among respondents who answered 3 questions correctly:- 78% accepted that humans and
other life evolved- 11% thought they were created
Among those who answered fewer than 2 questions correctly:- 36% accepted that humans and
other life evolved- 47% thought they were created
Life evolved
Life was created
0
10
20
30
40
50
60
70
80
90
0-1 2 3
Science questions correct
Res
po
nse
(%
)
Scientific Knowledge and Scientific Knowledge and Support for Teaching EvolutionSupport for Teaching Evolution
Among respondents who answered 3 questions correctly:- 78% favor teaching evolution- 27% favor teaching creationism- 24% favor teaching ID
Among those who answered fewer than 2 questions correctly:- 36% favor teaching evolution- 38% favor teaching creationism- 29% favor teaching ID
0
20
40
60
80
Science questions correct
Res
po
nse
(%
)
Evolution
Creationism
Intelligent design
30-1 2
100
Teaching Evolution Enhances Teaching Evolution Enhances Science EducationScience Education
The public values scientific learning opportunities
Respondents rated the following as very important purposes of science education: - Learning to draw conclusions from evidence (80%) - Critical thinking (78%)- Understanding how science is conducted (63%)
Teaching Evolution Enhances Teaching Evolution Enhances Science EducationScience Education
The methods that scientists use to study evolution are the hallmarks of science and necessary for everyday decision-making
- Gathering evidence from various sources - Making logical inferences - Establishing and testing competing hypotheses
“The teaching of evolution offers educators a superb opportunity to illuminate the nature of science and to differentiate science from other forms of human endeavor and understanding.”
—National Academy of Sciences, Teaching About Evolution and the Nature of
Science
Americans Value the Americans Value the Contribution Contribution
Science Makes to MedicineScience Makes to Medicine 63% of respondents ranked developing medicine
and curing disease as the most important contribution of science to society
Proponents of teaching evolution (65%), creationism (62%), or ID (63%) were equally likely to view this as the most important contribution of science to society
61% of respondents thought understanding the contribution that evolution makes to modern medical science was a convincing reason to teach evolution in science classes“Understanding and
treating diseases such as avian influenza” provided
as an example
Connecting Evolution and Connecting Evolution and Other Other
Scientific AdvancesScientific Advances Making the connection between evolutionary
biology and advancing other areas of science may also help people to appreciate the value of teaching evolution
Understanding human gene function
Improving agricultural methods and yields
Understanding the development of antibiotic resistance
Analyzing and interpreting forensic evidence
Employing genetic algorithms in software engineering
Why Should Scientists Get Why Should Scientists Get Involved?Involved?
Americans have a favorable view of the scientific community- 76% of respondents rate doctors favorably- 72% rate medical researchers favorably- 69% rate scientists favorably
People Want to Hear From People Want to Hear From Scientists About ScienceScientists About Science
The majority of respondents were interested in hearing from:- Scientists (88%)- Science teachers (85%) - Doctors or nurses (84%)
Less interest in hearing from: - School board members
(34%)- Celebrities (16%)
School board
CelebrityScience teacher
Doctor/nurse
Scientist0
20
40
60
80
100
Res
po
nse
(%
)
Spokesperson
From whom does the public want to hear
about science?
……And About EvolutionAnd About Evolution
The majority of respondents were interested in hearing from: - Scientists (77%) - Science teachers (76%)- Clergy (62%)
Less interest in hearing from: Supreme Court Justices
(37%) School board members
(30%) Celebrities (11%)
Res
po
nse
(%
)
Justice School board
CelebrityScientist ClergyScience teacher
Spokesperson
0
20
40
60
80
100
From whom does the public want to hear
about evolution, creationism, and ID?
Scientists are Key in Scientists are Key in Promoting Promoting
Science EducationScience Education Americans value the contributions that science
makes to society, especially to medical science
They appreciate the role that evolution plays in understanding and treating disease
And they respect the expertise of science and education professionals on scientific topics, including evolution
The scientific community, including those who hold religious beliefs, are a valuable part of the science education dialogue!
How Can Scientists Get How Can Scientists Get
Involved?Involved? Communicate the value of strong science education in
terms that are meaningful to the public and policy makers- Emphasize scientific and medical advances, the importance
of critical thinking skills, and developing scientific talent- Avoid technical jargon
Write letters and op-eds, speak with school boards and community groups, partner with educators to design curricula
Work with staff at your scientific and professional societies—they may have resources to help!
Evolution ResourcesEvolution Resources
AAAS
American Institute of Biological Sciences
American Physiological Society
American Society of Human Genetics
Federation of American Societies for Experimental Biology
Howard Hughes Medical Institute
National Academies
National Center for Science Education
PBS Evolution Website
Understanding Evolution
Need More Information?Need More Information?
To read the full survey report, please visit:evolution.faseb.org/sciencecoalition
For more information, please contact: Jennifer A. Hobin, Ph.D.
FASEB Office of Public Affairs