<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>47</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Athanasiou, Kyriacos</style></author><author><style face="normal" font="default" size="100%">Efstratios, Katakos</style></author><author><style face="normal" font="default" size="100%">Papadopoulou, Penelope</style></author><author><style face="normal" font="default" size="100%">Stanissavljevic, Jelena</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">The type of religiosity as a factor influencing the acceptance or rejection of scientific theories: the case of evolution.</style></title></titles><dates><year><style  face="normal" font="default" size="100%">2012</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">DOI: 10.13140/2.1.4170.7521</style></url></web-urls></urls><publisher><style face="normal" font="default" size="100%">THE EUROPEAN SOCIETY FOR THE HISTORY OF SCIENCE,</style></publisher><pub-location><style face="normal" font="default" size="100%">5th INTERNATIONAL CONFERENCE OF THE EUROPEAN SOCIETY FOR THE HISTORY OF SCIENCE,At: ATHENS,Volume: BOOK OF ABSTRACTS, pp 217</style></pub-location><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;div&gt;Our&amp;nbsp;present&amp;nbsp;contribution&amp;nbsp;is&amp;nbsp;a&amp;nbsp;resume&amp;nbsp;of&amp;nbsp;a&amp;nbsp;series&amp;nbsp;of&amp;nbsp;our&amp;nbsp;studies&amp;nbsp;by&amp;nbsp;which&amp;nbsp;we&amp;nbsp;make&amp;nbsp;an&amp;nbsp;effort&amp;nbsp;to&amp;nbsp;explore&amp;nbsp;the&amp;nbsp;factors&amp;nbsp;that&amp;nbsp;are&amp;nbsp;related&amp;nbsp;to&amp;nbsp;the&amp;nbsp;acceptance&amp;nbsp;of&amp;nbsp;evolutionary&amp;nbsp;theory&amp;nbsp;among&amp;nbsp;Greek&amp;nbsp;and&amp;nbsp;other&amp;nbsp;variouscountries&amp;nbsp;perspective&amp;nbsp;and&amp;nbsp;active&amp;nbsp;educators&amp;nbsp;using&amp;nbsp;the&amp;nbsp;conceptual&amp;nbsp;ecology&amp;nbsp;for&amp;nbsp;biological&amp;nbsp;evolution&amp;nbsp;as&amp;nbsp;a&amp;nbsp;theoretical&amp;nbsp;lens.&amp;nbsp;Our&amp;nbsp;central&amp;nbsp;question&amp;nbsp;refers&amp;nbsp;to&amp;nbsp;the&amp;nbsp;role&amp;nbsp;of&amp;nbsp;the&amp;nbsp;type&amp;nbsp;of&amp;nbsp;religiosity&amp;nbsp;of&amp;nbsp;a&amp;nbsp;certain&amp;nbsp;population&amp;nbsp;in&amp;nbsp;making&amp;nbsp;their&amp;nbsp;willingness&amp;nbsp;for&amp;nbsp;acceptance&amp;nbsp;or&amp;nbsp;rejection&amp;nbsp;of&amp;nbsp;evolution&amp;nbsp;in&amp;nbsp;the&amp;nbsp;school&amp;nbsp;environment.&amp;nbsp;The&amp;nbsp;Theory&amp;nbsp;of&amp;nbsp;Evolution&amp;nbsp;(ET)&amp;nbsp;is&amp;nbsp;considered&amp;nbsp;as&amp;nbsp;concept -&amp;nbsp;threshold&amp;nbsp;that&amp;nbsp;needs&amp;nbsp;to&amp;nbsp;be&amp;nbsp;passed&amp;nbsp;before&amp;nbsp;someone&amp;nbsp;can&amp;nbsp;develop&amp;nbsp;his/her&amp;nbsp;understanding&amp;nbsp;(Kinchin&amp;nbsp;2010)&amp;nbsp;of&amp;nbsp;a&amp;nbsp;broader&amp;nbsp;perspective&amp;nbsp;of&amp;nbsp;natural&amp;nbsp;phenomena&amp;nbsp;and&amp;nbsp;of&amp;nbsp;the&amp;nbsp;nature&amp;nbsp;of&amp;nbsp;science.&amp;nbsp;Most&amp;nbsp;educational&amp;nbsp;research&amp;nbsp;has&amp;nbsp;shown&amp;nbsp;that&amp;nbsp;the&amp;nbsp;result&amp;nbsp;of&amp;nbsp;the&amp;nbsp;teaching&amp;nbsp;of&amp;nbsp;ET&amp;nbsp;is&amp;nbsp;not&amp;nbsp;positive&amp;nbsp;in&amp;nbsp;different&amp;nbsp;parts&amp;nbsp;of&amp;nbsp;the&amp;nbsp;world.&amp;nbsp;Moreover&amp;nbsp;research&amp;nbsp;shows&amp;nbsp;that&amp;nbsp;the&amp;nbsp;acceptance&amp;nbsp;of&amp;nbsp;the&amp;nbsp;ET&amp;nbsp;is&amp;nbsp;restricted&amp;nbsp;and&amp;nbsp;the&amp;nbsp;knowledge&amp;nbsp;is&amp;nbsp;limited&amp;nbsp;and&amp;nbsp;controversial&amp;nbsp;among&amp;nbsp;school&amp;nbsp;science&amp;nbsp;students&amp;nbsp;and&amp;nbsp;teachers.&amp;nbsp;Large&amp;nbsp;percentages&amp;nbsp;of&amp;nbsp;science&amp;nbsp;teachers—close&amp;nbsp;to&amp;nbsp;a&amp;nbsp;majority&amp;nbsp;in&amp;nbsp;many&amp;nbsp;samples—reject&amp;nbsp;ET&amp;nbsp;and&amp;nbsp;support&amp;nbsp;the&amp;nbsp;teaching&amp;nbsp;of&amp;nbsp;antievolutionary&amp;nbsp;ideas&amp;nbsp;in&amp;nbsp;schools&amp;nbsp;(Nehm&amp;nbsp;&amp;amp;&amp;nbsp;Schonfeld,&amp;nbsp;2007).&amp;nbsp;Thus&amp;nbsp;evolution&amp;nbsp;remains&amp;nbsp;a&amp;nbsp;problematic&amp;nbsp;subject&amp;nbsp;for&amp;nbsp;many&amp;nbsp;science&amp;nbsp;teachers.&amp;nbsp;We&amp;nbsp;make&amp;nbsp;the&amp;nbsp;hypothesis&amp;nbsp;that&amp;nbsp;the&amp;nbsp;type&amp;nbsp;of&amp;nbsp;qualitative&amp;nbsp;characteristics&amp;nbsp;of&amp;nbsp;the&amp;nbsp;religion&amp;nbsp;a&amp;nbsp;nation&amp;nbsp;or&amp;nbsp;population&amp;nbsp;group&amp;nbsp;holds,&amp;nbsp;is&amp;nbsp;an&amp;nbsp;essential&amp;nbsp;factor&amp;nbsp;in&amp;nbsp;determining&amp;nbsp;the&amp;nbsp;level&amp;nbsp;of&amp;nbsp;acceptance&amp;nbsp;of&amp;nbsp;evolution,&amp;nbsp;and&amp;nbsp;their&amp;nbsp;readiness&amp;nbsp;to&amp;nbsp;make&amp;nbsp;changes&amp;nbsp;in&amp;nbsp;their&amp;nbsp;believes,&amp;nbsp;as&amp;nbsp;well.&amp;nbsp;More&amp;nbsp;specifically,&amp;nbsp;we&amp;nbsp;advocate&amp;nbsp;that&amp;nbsp;the&amp;nbsp;student&amp;nbsp;and&amp;nbsp;teacher&amp;nbsp;populations&amp;nbsp;that&amp;nbsp;come&amp;nbsp;from&amp;nbsp;countries&amp;nbsp;with&amp;nbsp;a&amp;nbsp;Greek-Orthodox&amp;nbsp;background&amp;nbsp;are&amp;nbsp;m​&lt;/div&gt;
&lt;div&gt;&lt;/div&gt;</style></abstract></record></records></xml>