Science Teacher Education
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Examining how preservice science teachers navigate simulated parent–teacher conversations on evolution and intelligent design
Abstract
Discussing the teaching of evolution with concerned parents is a challenge to any science teacher. Using the medical education pedagogy of standardized individuals within the field of teacher education, this article addresses how preservice science teachers elected to verbally interact with standardized parents who questioned the teaching of evolution and proposed alternative curricula. Analysis of video recordings of the simulated interactions yielded three primary themes connected to teachers' understandings of what “counts” as science, teachers' justifications for teaching evolution, and teachers' explanations of the impact of teaching evolution. © 2009 Wiley Periodicals, Inc. Sci Ed 94:552–570, 2010
Citing Literature
Number of times cited: 2
- AMANDA L. GLAZE and M. JENICE GOLDSTON, U.S. Science Teaching and Learning of Evolution: A Critical Review of the Literature 2000–2014, Science Education, 99, 3, (500-518), (2015).
- DOUGLAS B. LARKIN and GAIL M. PERRY‐RYDER, Without the Light of Evolution: A Case Study of Resistance and Avoidance in Learning to Teach High School Biology, Science Education, 99, 3, (549-576), (2015).
