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Accepting Evolution Anusuya Chinsamy and Éva Plagányi Cape Town, South Africa University of
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EVOLUTION ” “Troubling”“Controversial” “Contentious” “Troubling” “Controversial” Challenges religious beliefs and values
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Farmer, P. (1979) Beginnings: Creation Myths of the World. Atheneum, New York Hamilton, V. (1988) In the Beginning: Creation Stories from around the world. Harcourt, Brace, Javanovich, San Diego. Many different religions- many ideas about how the world was created.
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CENTRAL IDEA OF BIOLOGICAL EVOLUTION: All life on Earth shares a common ancestor Through process of descent with modification, the common ancestor diversity of life on earth. Scientific view (i.e. involves observation, hypothesis and Testing): 1. Life has a history i.e. it changed over time 2. Different species share common ancestors
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2009 = Darwin 200 Charles Darwin (1809- 1882)
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1831: - post as naturalist (unpaid!) on the H.M.S. Beagle - Voyage around the world lasted about 5 years - Collected a wide range of plants, insects, and animals, incl. fossils. Also studied and animals, incl. fossils. Also studied geological formations. geological formations.
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Significance of Darwin’s hypothesis 1. Provides volume of evidence that evolution occurs 2. Provides a mechanism for how evolution occurs i.e. through natural selection through natural selection 3. Unifying theory for biology- explains why related organisms are similar; explains relationship between organisms are similar; explains relationship between structure and function; leads to testable hypotheses structure and function; leads to testable hypotheses
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Resistance to the science of evolutionary biology Driven by: proponents of intelligent design perceived incompatibilities between evolution and a diversity of religious faiths
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“before/after” survey of 1 st year students in Faculty of Science assess their background knowledge on the subject 2006 - attitudes of the first year students to learning about evolution Student bodyGood mix of race; gender; religions Generally about 18 years High achieving students Evolution – only taught in schools in SA since 2009
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SURVEY Right/wrong Anonymous Code-names 17 questions; ranked in 5 categories: Strongly agree; Agree; Don’t know/neutral; Disagree; Strongly disagree. 1 X Express a view 94 Before and After questionaires; matched code-names a)Religious-based questions concerning evolution; b)Questions probing fundamental understanding of evolution concepts; c)Scientific facts regarding evolution d)Fallacious questions to test the quality of responses.
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Fallacious questions to test the quality of responses.
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Questions probing fundamental understanding of evolution concepts
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Scientific facts regarding evolution
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Religious-based questions concerning evolution
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% Change in Before and After responses
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. “I found it interesting. One of those things I heard people talk about but never really took seriously. Now I found all the evidence towards it fascinating and convincing.” “It is very necessary and I appreciate it.” “It was a great experience. It is a privilege to learn and understand a scientific explanation for the origin of biodiversity and a much more believable explanation than any religious propositions. “I am looking forward to it.” “I have an interest in learning about it but I do not believe in it!” “I enjoyed it thoroughly, it was an eye-opener! It explains a lot. I understand it better and it’s very fascinating. BEFOREAFTER
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“I feel that my personal beliefs and strong faith will contradict what I am taught, but I am willing to be open-minded.” BEFORE “Its been quite interesting getting different people’s views on things. My opinion of evolution changed (but I still don’t agree with).” AFTER
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Educators need to be aware of the challenges facing the understanding of Evolution Actively engage with students preconceptions Relevance to society today Scientific method Workshops for teachers
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“There is grandeur in this view of life, ….. from so simple a beginning endless forms most beautiful and most wonderful have been, and are being evolved.” Darwin 1859
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