Recalibrating the evolution versus creationism debate for student learning: towards students' evaluation of evidence in an argumentation task

There is substantial body of literature in science education focusing on students' understanding of the theory of evolution by natural selection. However, despite decades of research on the evolution versus creationism debate there is still widespread concern that particular misconceptions abou...

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Bibliographic Details
Published in:International journal of science education 2021-12, Vol.43 (18), p.2974-2995
Main Authors: Guilfoyle, Liam, Erduran, Sibel
Format: Article
Language:English
Subjects:
Barriers
Creationism
Evidence
Evolution
Foreign Countries
Learner Engagement
Learning
Learning Processes
Lesson Plans
Misconceptions
Natural selection
Persuasive Discourse
Religious Education
Religious Factors
Science Education
Science Instruction
Scientific Concepts
Secondary School Students
Students
Task Analysis
Teaching
Teaching Methods
Thinking Skills
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Summary:There is substantial body of literature in science education focusing on students' understanding of the theory of evolution by natural selection. However, despite decades of research on the evolution versus creationism debate there is still widespread concern that particular misconceptions about evolution persist. The study aimed to recalibrate the evolution versus creationism debate by engaging students in an argumentation task where students can interpret evidence and reasons for why either position is justified or not, and on what basis. A card sort activity used to investigate the students' use of evidence and reasons. A sample of 77 students with an average age of 13 participated in the study in England in the context of a funded research project. The findings pointed to challenges and opportunities in teaching and learning of evolution through an argumentation task where alternative perspectives are drawn from both science and religious education. Furthermore, they illustrated how argumentation tasks can potentially provide a context for students to explore cross-subject topics. Research about the immersion of students in tasks that support their argumentation can generate understanding of students' reasoning, and ultimately such research may lead to the design of lesson resources to support students' engagement in science.
ISSN:0950-0693
1464-5289
DOI:10.1080/09500693.2021.2004330