Abstract
The issue of the proper goals of science education and science teacher education have been a focus of the science education and philosophy of science communities in recent years. More particularly, the issue of whether belief/acceptance of evolution and/or understanding are the appropriate goals for evolution educators and the issue of the precise nature of the distinctions among the terms knowledge, understanding, belief, and acceptance have received increasing attention in the 12 years since we first published our views on these subjects. During that time, our own views about these issues have evolved, and this article presents a reconsideration of both these distinctions and the propriety of these goals. In particular, the present paper continues our discussion of the nature of belief as it relates to science education, and more specifically to evolution education. We extend that work to consider the import of the distinction between belief and acceptance.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 473-496 |
| Number of pages | 24 |
| Journal | Science and Education |
| Volume | 25 |
| Issue number | 5-6 |
| DOIs | |
| State | Published - Aug 1 2016 |
Fingerprint
ASJC Scopus subject areas
- Education
Cite this
On the Relationship Between Belief and Acceptance of Evolution as Goals of Evolution Education : Twelve Years Later. / Smith, Mike U.; Siegel, Harvey.
In: Science and Education, Vol. 25, No. 5-6, 01.08.2016, p. 473-496.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - On the Relationship Between Belief and Acceptance of Evolution as Goals of Evolution Education
T2 - Twelve Years Later
AU - Smith, Mike U.
AU - Siegel, Harvey
PY - 2016/8/1
Y1 - 2016/8/1
N2 - The issue of the proper goals of science education and science teacher education have been a focus of the science education and philosophy of science communities in recent years. More particularly, the issue of whether belief/acceptance of evolution and/or understanding are the appropriate goals for evolution educators and the issue of the precise nature of the distinctions among the terms knowledge, understanding, belief, and acceptance have received increasing attention in the 12 years since we first published our views on these subjects. During that time, our own views about these issues have evolved, and this article presents a reconsideration of both these distinctions and the propriety of these goals. In particular, the present paper continues our discussion of the nature of belief as it relates to science education, and more specifically to evolution education. We extend that work to consider the import of the distinction between belief and acceptance.
AB - The issue of the proper goals of science education and science teacher education have been a focus of the science education and philosophy of science communities in recent years. More particularly, the issue of whether belief/acceptance of evolution and/or understanding are the appropriate goals for evolution educators and the issue of the precise nature of the distinctions among the terms knowledge, understanding, belief, and acceptance have received increasing attention in the 12 years since we first published our views on these subjects. During that time, our own views about these issues have evolved, and this article presents a reconsideration of both these distinctions and the propriety of these goals. In particular, the present paper continues our discussion of the nature of belief as it relates to science education, and more specifically to evolution education. We extend that work to consider the import of the distinction between belief and acceptance.
UR - http://www.scopus.com/inward/record.url?scp=84976449639&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84976449639&partnerID=8YFLogxK
U2 - 10.1007/s11191-016-9836-4
DO - 10.1007/s11191-016-9836-4
M3 - Article
AN - SCOPUS:84976449639
VL - 25
SP - 473
EP - 496
JO - Science and Education
JF - Science and Education
SN - 0926-7220
IS - 5-6
ER -