Apprehension and Pedagogy in Evolution Education |
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Authors: | Brian Alters |
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Institution: | 1.Redpath Museum,McGill University,Montréal,Canada |
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Abstract: | Instructors’ apprehensions and the decisions instructors make about pedagogy are often linked when it comes to teaching evolution.
Whether it is the reticence of K-12 teachers that their instruction may affect their students’ religious beliefs detrimentally
or that they may become caught up in some administrative, media, parental, or school political turmoil or whether it is the
apprehension of college students who perceive that their religious beliefs are being explicitly challenged, such fears can
be reduced by understanding their roots and by honing pedagogy in ways that reduce perceived threats. This article describes
why it is prudent to address these often secretly held apprehensions and how to help instructors feel free to employ their
best pedagogical methods to teach evolution without lingering fear. Some suggestions are given for pre-college and college
instructors interested in combining effective pedagogy with as little perceived threat as possible. Methods are offered that
allow instructors to focus on underlying scientific misconceptions even if those misconceptions are ultimately facilitated
by non-scientific sources, while giving creationist or creationist-leaning students a chance to learn the appropriate scientific
conceptions without their religious beliefs being explicitly threatened in a science course. |
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