Dissertations and Theses @ UNI
Availability
Open Access Thesis
Keywords
Evolution (Biology)--Study and teaching (Secondary)--Iowa; Biology teachers--Iowa--Attitudes; Evolution (Biology)--Study and teaching (Secondary); Iowa; Academic theses;
Abstract
After decades of court cases, decided in favor of evolution being taught, legal decisions where the incorporation of teaching creationist ideas have been found unconstitutional, and recent strategies and attempts that would have teachers give "equal time" to creation-science ideas; there remains a disparity among Iowa's high school biology teachers when teaching evolutionary concepts in the classroom. Taking a look at what is being taught about evolution in Iowa classrooms, this study takes an in-depth look at what Iowa's biology teachers are teaching when educating their students about evolution, where emphasis is being placed and who is putting the most emphasis on what is being taught. Iowa biology teachers are divided on how evolution should be taught and have differing opinions on where evolution ranks when compared to other biological ideas, how many days out of the year are devoted to the teaching of evolution and how much time should be given to teaching the controversy. Teachers who are successfully incorporating evolution into their biology classroom share common practices that influence the amount of time spent teaching evolution and the frequency that both evolutionary themes and anti-evolutionary themes arise in their classroom.
Year of Submission
2011
Degree Name
Master of Arts
Department
Department of Teaching
First Advisor
Lyn Countryman
Second Advisor
Cherin Lee
Third Advisor
Jody Stone
Date Original
2011
Object Description
1 PDF file (174 leaves)
Copyright
©2011 Joshua Michael Hanna
Language
en
File Format
application/pdf
Recommended Citation
Hanna, Joshua Michael, "Barriers that Iowa High School Biology Teachers Face when Teaching Evolution in the Classroom" (2011). Dissertations and Theses @ UNI. 2127.
https://scholarworks.uni.edu/etd/2127
Comments
If you are the rightful copyright holder of this thesis and wish to have it removed from the Open Access Collection, please submit a request to scholarworks@uni.edu and include clear identification of the work, preferably with URL.