Conflict reducing practices in evolution education are associated with increases in evolution acceptance in a large naturalistic study

• Published in: PloS one 2024-12, Vol.19 (12), p.e0313490
• Main Authors: Aini, Rahmi Qurota, Supriya, K, Dunlop, Hayley, Edwards, Baylee, Maas, Samantha, Roberts, Julie, Summersill, Alexa, Zheng, Yi, Brownell, Sara, Barnes, M Elizabeth
• Format: Article
• Language: English
• Subjects: Acceptance; Adult; Autonomy; Biological effects; Biological Evolution; Biology; Biology - education; Biology and Life Sciences; Christian Islamic relations; Christianity; College students; Colleges & universities; Compatibility; Conflict; Conflict, Psychological; Cultural competence; Cultural differences; Curricula; Education; Evolution; Female; Human evolution; Humans; Macroevolution; Male; Medical education; People and Places; Perceptions; Religion; Religious beliefs; Religious identity; Religious leaders; Research and Analysis Methods; Science Policy; Scientists; Secularism; Social Sciences; Students; Students - psychology; Teachers; Teaching; United States; Universities; Young Adult
• ISSN: 1932-6203; 1932-6203
• DOI: 10.1371/journal.pone.0313490

Evolution is an important part of biology education, but many college biology students do not accept important components of evolution, like the evolution of humans. Practices that reduce perceived conflict between religion and evolution have been proposed to increase student evolution acceptance. This study investigates college student experiences of conflict reducing practices in evolution education and how these experiences are related to their gains in acceptance of human evolution during evolution instruction. We measured the natural variation in student experiences of conflict reducing practices among 6,719 college biology students in 55 courses and 14 states including (1) their experiences of an instructor demonstrating religion-evolution compatibility by presenting examples of religious leaders and scientists who accept evolution and (2) their experiences of an instructor emphasizing students' autonomy in their own decision to accept evolution or not. We also measured student acceptance of human evolution before and after instruction so that we could test whether any changes in evolution acceptance were associated with student experiences of the conflict reducing practices. Linear mixed models showed that highly religious Christian students accepted evolution more when they perceived more compatibility practices. Further, students from all religious and non-religious affiliations accepted human evolution more after instruction when they perceived more autonomy practices. These results indicate that integrating examples of religion compatibility in evolution education will positively impact Christian students' views on evolution and that emphasizing students' autonomy over their decision to accept evolution may be important for students more broadly. If instructors incorporate practices that emphasize compatibility and one's personal choice to accept or not accept evolution, then these results suggest that students will leave their college biology classes accepting evolution more. Perhaps by using more conflict reducing practices, instructors can help increase evolution acceptance levels that have remained low in the United States for decades.