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001-es BibID:	BIBFORM106969
035-os BibID:	(Scopus)85120171727
Első szerző:	Kuschmierz, Paul
Cím:	European first-year university students accept evolution but lack substantial knowledge about it: a standardized European cross-country assessment / Kuschmierz, Paul... Ádám Z. Lendvai...Zoltán Németh... Dittmar Graf
Dátum:	2021
ISSN:	1936-6426 1936-6434
Megjegyzések:	Background: Investigations of evolution knowledge and acceptance and their relation are central to evolution edu? cation research. Ambiguous results in this feld of study demonstrate a variety of measuring issues, for instance difer? ently theorized constructs, or a lack of standardized methods, especially for cross-country comparisons. In particular, meaningful comparisons across European countries, with their varying cultural backgrounds and education systems, are rare, often include only few countries, and lack standardization. To address these defcits, we conducted a stand? ardized European survey, on 9200 frst-year university students in 26 European countries utilizing a validated, com? prehensive questionnaire, the "Evolution Education Questionnaire", to assess evolution acceptance and knowledge, as well as infuencing factors on evolution acceptance. Results: We found that, despite European countries' diferent cultural backgrounds and education systems, European frst-year university students generally accept evolution. At the same time, they lack substantial knowledge about it, even if they are enrolled in a biology-related study program. Additionally, we developed a multilevel-model that determines religious faith as the main infuencing factor in accepting evolution. According to our model, knowledge about evolution and interest in biological topics also increase acceptance of evolution, but to a much lesser extent than religious faith. The efect of age and sex, as well as the country's afliation, students' denomination, and whether or not a student is enrolled in a biology-related university program, is negligible. Conclusions: Our fndings indicate that, despite all their diferences, most of the European education systems for upper secondary education lead to acceptance of evolution at least in university students. It appears that, at least in this sample, the diferences in knowledge between countries refect neither the extent to which school curricula cover evolutionary biology nor the percentage of biology-related students in the country samples. Future studies should investigate the role of diferent European school curricula, identify particularly problematic or underrepre? sented evolutionary concepts in biology education, and analyze the role of religious faith when teaching evolution
Tárgyszavak:	Természettudományok Biológiai tudományok idegen nyelvű folyóiratközlemény külföldi lapban folyóiratcikk Evolution Acceptance Knowledge Multilevel modeling Socioscientifc issues Religious faith Higher education Europe Assessment Attitude
Megjelenés:	Evolution: Education and Outreach. - 14 : 1 (2021), p. 1-22. -
További szerzők:	Németh Zoltán (1976-) (biológus) Lendvai Ádám Zoltán (1977-) (biológus)
Internet cím:	Szerző által megadott URL DOI Intézményi repozitóriumban (DEA) tárolt változat
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