Evolution Education is a Complex Landscape

Authors

Ryan D. P. Dunk, Syracuse University
M. Elizabeth Barnes, Arizona State University
Michael J. Reiss, University College London
Brian Alters, Chapman UniversityFollow
Anila Asghar, McGill University
B. Elijah Carter, Duke University
Sehoya Cotner, University of Minnesota
Amanda L. Glaze, Georgia Southern University
Patricia H. Hawley, Texas Tech University
Jamie L. Jensen, Brigham Young University
Louise S. Mead, Michigan State University
Louis S. Nadelson, University of Central Arkansas
Craig E. Nelson, Indiana University - Bloomington
Briana Pobiner, Smithsonian National Museum of Natural History
Eugenie C. Scott, National Center for Science Education
Andrew Shtulman, Occidental College
Gale M. Sinatra, University of Southern California
Sherry A. Southerland, Florida State University
Emily M. Walter, California State University, Fresno
Sara E. Brownell, Arizona State University
Jason R. Wiles, Syracuse University

Document Type

Article

Publication Date

2-4-2019

Abstract

Researchers in various contexts have long struggled with an apparent disconnect between an individual’s level of understanding of biological evolution and their acceptance of it as an explanation for the history and diversity of life. Here, we discuss the main factors associated with acceptance of evolution and chart a path forward for evolution education research.

Comments

This article was originally published in Nature Ecology & Evolution, volume 3, in 2019. DOI:10.1038/s41559-019-0802-9

Recommended Citation

Dunk, R. D. P., Barnes, M. E., Reiss, M. J., et al. Evolution education is a complex landscape. Nat. Ecol. Evol. 3, 327–329 (2019).

Peer Reviewed

1

Copyright

The authors