Danny Ferguson, Utah Valley University
Life Sciences
This research examined the acceptance of evolution for introductory Biology students and the reasons why they don’t accept evolution, accept evolution, and why they change their minds over the semester. Previous studies examined student’s observations and knowledge of the evolutionary theory and found that the degree of conflict students perceived between religion and science was negatively correlated with their knowledge of evolution. Objective: The objective of this research was to better understand the student’s views of evolution and its integration into their worldly and religious views. Methods: We will conduct interviews with general Biology students in order to better understand the reasons why they don’t accept evolution, accept evolution, and why they change their minds over the semester. The interview questions are designed to investigate, in more detail than the previous surveys, the opinions of evolution and how they change over the course of the semester. The recordings will be transcribed and quantified by binning answers into categories. Given high % of students are LDS, we will ask a few additional questions to this portion of the population. Results: We found that as students knowledge of evolution increased, their conflict with religion decreased. The data demonstrate that there are three main reasons for this trend: 1) Evidence convinces the students to accept evolution; 2) Particularly for LDS students, knowledge of the official position of the Church, enables them to allow evolution to be a correct process in nature; and 3) the instructor as a role model (believer yet accepts evolution) can have a large influence.