@article {29876,
	title = {The type of religiosity as a factor influencing the acceptance or rejection of scientific theories: the case of evolution.},
	journal = {DOI: 10.13140/2.1.4170.7521 },
	year = {2012},
	abstract = {<div>Our\&nbsp;present\&nbsp;contribution\&nbsp;is\&nbsp;a\&nbsp;resume\&nbsp;of\&nbsp;a\&nbsp;series\&nbsp;of\&nbsp;our\&nbsp;studies\&nbsp;by\&nbsp;which\&nbsp;we\&nbsp;make\&nbsp;an\&nbsp;effort\&nbsp;to\&nbsp;explore\&nbsp;the\&nbsp;factors\&nbsp;that\&nbsp;are\&nbsp;related\&nbsp;to\&nbsp;the\&nbsp;acceptance\&nbsp;of\&nbsp;evolutionary\&nbsp;theory\&nbsp;among\&nbsp;Greek\&nbsp;and\&nbsp;other\&nbsp;variouscountries\&nbsp;perspective\&nbsp;and\&nbsp;active\&nbsp;educators\&nbsp;using\&nbsp;the\&nbsp;conceptual\&nbsp;ecology\&nbsp;for\&nbsp;biological\&nbsp;evolution\&nbsp;as\&nbsp;a\&nbsp;theoretical\&nbsp;lens.\&nbsp;Our\&nbsp;central\&nbsp;question\&nbsp;refers\&nbsp;to\&nbsp;the\&nbsp;role\&nbsp;of\&nbsp;the\&nbsp;type\&nbsp;of\&nbsp;religiosity\&nbsp;of\&nbsp;a\&nbsp;certain\&nbsp;population\&nbsp;in\&nbsp;making\&nbsp;their\&nbsp;willingness\&nbsp;for\&nbsp;acceptance\&nbsp;or\&nbsp;rejection\&nbsp;of\&nbsp;evolution\&nbsp;in\&nbsp;the\&nbsp;school\&nbsp;environment.\&nbsp;The\&nbsp;Theory\&nbsp;of\&nbsp;Evolution\&nbsp;(ET)\&nbsp;is\&nbsp;considered\&nbsp;as\&nbsp;concept -\&nbsp;threshold\&nbsp;that\&nbsp;needs\&nbsp;to\&nbsp;be\&nbsp;passed\&nbsp;before\&nbsp;someone\&nbsp;can\&nbsp;develop\&nbsp;his/her\&nbsp;understanding\&nbsp;(Kinchin\&nbsp;2010)\&nbsp;of\&nbsp;a\&nbsp;broader\&nbsp;perspective\&nbsp;of\&nbsp;natural\&nbsp;phenomena\&nbsp;and\&nbsp;of\&nbsp;the\&nbsp;nature\&nbsp;of\&nbsp;science.\&nbsp;Most\&nbsp;educational\&nbsp;research\&nbsp;has\&nbsp;shown\&nbsp;that\&nbsp;the\&nbsp;result\&nbsp;of\&nbsp;the\&nbsp;teaching\&nbsp;of\&nbsp;ET\&nbsp;is\&nbsp;not\&nbsp;positive\&nbsp;in\&nbsp;different\&nbsp;parts\&nbsp;of\&nbsp;the\&nbsp;world.\&nbsp;Moreover\&nbsp;research\&nbsp;shows\&nbsp;that\&nbsp;the\&nbsp;acceptance\&nbsp;of\&nbsp;the\&nbsp;ET\&nbsp;is\&nbsp;restricted\&nbsp;and\&nbsp;the\&nbsp;knowledge\&nbsp;is\&nbsp;limited\&nbsp;and\&nbsp;controversial\&nbsp;among\&nbsp;school\&nbsp;science\&nbsp;students\&nbsp;and\&nbsp;teachers.\&nbsp;Large\&nbsp;percentages\&nbsp;of\&nbsp;science\&nbsp;teachers{\textemdash}close\&nbsp;to\&nbsp;a\&nbsp;majority\&nbsp;in\&nbsp;many\&nbsp;samples{\textemdash}reject\&nbsp;ET\&nbsp;and\&nbsp;support\&nbsp;the\&nbsp;teaching\&nbsp;of\&nbsp;antievolutionary\&nbsp;ideas\&nbsp;in\&nbsp;schools\&nbsp;(Nehm\&nbsp;\&amp;\&nbsp;Schonfeld,\&nbsp;2007).\&nbsp;Thus\&nbsp;evolution\&nbsp;remains\&nbsp;a\&nbsp;problematic\&nbsp;subject\&nbsp;for\&nbsp;many\&nbsp;science\&nbsp;teachers.\&nbsp;We\&nbsp;make\&nbsp;the\&nbsp;hypothesis\&nbsp;that\&nbsp;the\&nbsp;type\&nbsp;of\&nbsp;qualitative\&nbsp;characteristics\&nbsp;of\&nbsp;the\&nbsp;religion\&nbsp;a\&nbsp;nation\&nbsp;or\&nbsp;population\&nbsp;group\&nbsp;holds,\&nbsp;is\&nbsp;an\&nbsp;essential\&nbsp;factor\&nbsp;in\&nbsp;determining\&nbsp;the\&nbsp;level\&nbsp;of\&nbsp;acceptance\&nbsp;of\&nbsp;evolution,\&nbsp;and\&nbsp;their\&nbsp;readiness\&nbsp;to\&nbsp;make\&nbsp;changes\&nbsp;in\&nbsp;their\&nbsp;believes,\&nbsp;as\&nbsp;well.\&nbsp;More\&nbsp;specifically,\&nbsp;we\&nbsp;advocate\&nbsp;that\&nbsp;the\&nbsp;student\&nbsp;and\&nbsp;teacher\&nbsp;populations\&nbsp;that\&nbsp;come\&nbsp;from\&nbsp;countries\&nbsp;with\&nbsp;a\&nbsp;Greek-Orthodox\&nbsp;background\&nbsp;are\&nbsp;m​</div>
<div></div>},
	url = {https://www.researchgate.net/publication/267325029_The_type_of_religiosity_as_a_factor_influencing_the_acceptance_or_rejection_of_scientific_theories_the_case_of_evolution},
	author = {Athanasiou, Kyriacos and Efstratios, Katakos and Papadopoulou, Penelope and Stanissavljevic, Jelena}
}
