Authors: Grant Rousseau, Kenneth Harrington, Jamie Jensen
Mentors: Jamie Jensen
Insitution: Brigham Young University
We know that evolution acceptance is low in the United States, and a perceived conflict between evolution and religion is a big predictor of whether someone accepts or rejects evolution. Helping undergraduates accept evolution involves multiple teaching strategies, including teaching evolution with a reconciliatory approach, increasing their knowledge of evolution, and introducing role models (scientists who maintain religious beliefs) to the students. However, because some students have higher scientific reasoning abilities than others, they may find certain evolution teaching strategies more beneficial than others. In our study, we assessed scientific reasoning ability, change in evolution acceptance, and teaching strategy rankings with surveys before and after evolution instruction. We predicted that students who possessed more scientific reasoning skills would rank evolution knowledge above role models when asked which strategy was most influential in helping them accept evolution. However, we saw that scientific reasoning did not appear to moderate the effect of evolution knowledge. Role models were more important in increasing evolution acceptance, regardless of scientific reasoning skills. This reinforces the importance of having a role model present when teaching evolution to religious audiences.