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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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001-es BibID:	BIBFORM117346
035-os BibID:	(WoS)001152827800001 (Scopus)85184718839
Első szerző:	Mavrikaki, Evangelia
Cím:	Evolution in European and Israeli school curricula : a comparative analysis / Evangelia Mavrikaki, Giulia Realdon, Tuomas Aivelo, Ani Bajrami,Cicek Dilek Bakanay, Anna Beniermann, Jelena Blagojevic, Egle Butkeviciene, Bento Cavadas, Constantina Cossu, Dragana Cvetkovic, Szymon M. Drobniak, Zelal Özgür Durmus, Radka Marta Dvoráková, Marcel Eens, Magorzata Anna Gazda, Martha Georgiou, Neil J. Gostling, Tanja Gregorcic, Vanda Janstová, Tania Jenkins, Anttoni Kervinen, Konstantinos Korfiatis, Paul Kuschmierz, Ádám Z. Lendvai, Joelyn de Lima, Fundime Miri, Teresa Nogueira, Andreas Panayides, Sylvia Paolucci, Patrícia Pessoa, Rianne Pinxten, Joana Rios Rocha, Andrea Fernández Sánchez, Merav Siani, Elvisa Sokoli, Bruno Sousa, Panagiotis K. Stasinakis, Gregor Torkar, Asta Valackiene, Máté Varga, Lucía Vázquez Ben, Anat Yarden, Xana Sá-Pinto
Dátum:	2023
ISSN:	0950-0693
Megjegyzések:	The contribution of school curricula to public understanding and acceptance of evolution is still mostly unknown, due to the scarcity of studies that compare the learning goals present in different curricula. To overcome this lack of data we analysed 19 school curricula (18 European and one from Israel) to study the differences regarding the inclusion of learning goals targeting evolution understanding. We performed a quantitative content analysis using the Framework for the Assessment of school Curricula on the presence of Evolutionary concepts (FACE). For each country/region we analysed what this educational system considered the minimum evolution education a citizen should get. Our results reveal that: (i) the curricula include less than half of the learning goals considered important for scientific literacy in evolution; (ii) the most frequent learning goals address basic knowledge of evolution; (iii) learning goals related with the processes that drive evolution are often not included or rarely mentioned; (iv) evolution is most often not linked to its applications in everyday life. These results highlight the need to rethink evolution education across Europe.
Tárgyszavak:	Természettudományok Biológiai tudományok idegen nyelvű folyóiratközlemény külföldi lapban folyóiratcikk evolúció oktatás
Megjelenés:	International Journal of Science Education. - "Accepted by Publisher" (2023). -
További szerzők:	Realdon, Giulia Aivelo, Tuomas Bajrami, Ani Bakanay, Cicek Dilek Beniermann, Anna Blagojevic, Jelena Butkeviciene, Egle Cavadas, Bento Cossu, Constantina Cvetkovic, Dragana Drobniak, Szymon M. Durmus, Zelal Özgür Dvoráková, Radka Marta Eens, Marcel Gazda, Magorzata Anna Georgiou, Martha Gostling, Neil J. Gregorcic, Tanja Janstová, Vanda Jenkins, Tania Kervinen, Anttoni Korfiatis, Konstantinos Kuschmierz, Paul Lendvai Ádám Zoltán (1977-) (biológus) Lima, Joelyn de Miri, Fundime Nogueira, Teresa Panayides, Andreas Paolucci, Sylvia Pessoa, Patrícia Pinxten, Rianne Rocha, Joana Rios Sánchez, Andrea Fernández Siani, Merav Sokoli, Elvisa Sousa, Bruno Stasinakis, Panagiotis K. Torkar, Gregor Valackiene, Asta Varga Máté Ben, Lucía Vázquez Yarden, Anat Sá-Pinto, Xana
Pályázati támogatás:	K139021 OTKA
Internet cím:	DOI Intézményi repozitóriumban (DEA) tárolt változat
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