EvoS Journal: The Journal of the Evolutionary Studies Consortium
Volume 7, Issue 1, 2015
Title
Scientifically Adrift: Limited Change in Scientific Literacy and No Change in Knowledge and Acceptance of Evolution, Over Three Years of College
Author(s)
April Bleske-Rechek and Bryan A. Donovan
Abstract
Scientific literacy refers to knowledge of fundamental scientific facts, understanding of the process of science, and appreciation of science’s impact on society (Miller, 1989). Evolution literacy is one component of scientific literacy on which U.S. citizens score particularly low (Miller, Scott, & Okamoto, 2006). We conducted a longitudinal study (N=200) to explore change in scientific literacy over three years of college, with a particular focus on change in knowledge and acceptance of evolution. We also assessed students’ belief in God, moral objections to evolution, young Earth creationist beliefs, and ascription to intelligent design fallacies. Students showed slight and statistically significant growth in scientific literacy overall, but no growth in knowledge and acceptance of evolution. The sample as a whole decreased slightly in belief in God, moral objections to evolution, young Earth creationist beliefs, and acceptance of intelligent design fallacies; but within-person analyses showed that neither incoming beliefs nor change in beliefs consistently coincided with changes in scientific literacy or knowledge and acceptance of evolution. As college seniors, students who had taken more science courses also scored higher in overall scientific literacy and higher in knowledge and acceptance of evolution, but those links were diminished after controlling for their incoming scientific literacy and knowledge and acceptance of evolution. Overall, our findings corroborate previously offered recommendations (Allmon, 2011) that evolution instruction in higher education be multi-faceted and intentional.
DOI
https://doi.org/10.59077/UUGZ5137
How to cite this article:
Bleske-Rechek, A., & Donovan, B. A. (2015). Scientifically Adrift: Limited Change in Scientific Literacy and No Change in Knowledge and Acceptance of Evolution, Over Three Years of College. The Journal of the Evolutionary Studies Consortium, 7(1), 21-43.
