School of Education
Doctor of Education (EdD)
Russell G. Yocum
biology, macroevolution, microevolution
Comparative Methodologies and Theories | Curriculum and Instruction | Curriculum and Social Inquiry | Education | Educational Assessment, Evaluation, and Research | Educational Methods | Other Religion | Religion | Science and Mathematics Education | Social and Philosophical Foundations of Education
Willems, Pierre, "How Science Teachers Balance Religion and Evolution in the Science Classroom: A Case Study of Science Classes in A Florida Public School District" (2015). Doctoral Dissertations and Projects. 1105.
The purpose of this case study was to research how science teachers balance both religion and evolution in the science classroom with as little controversy as possible. In this study I attempted to provide some insight on how teachers are currently teaching evolution in their science classes in light of the religious beliefs of the students as well as their own. The case study was conducted in a school district in Florida where I attempted to answer the following questions: (a) How do science teachers in the Florida School District (FSD) approach the religion–evolution issue in preparing students for a career in a field of science? (b) How do science teachers in the FSD reconcile the subject of evolution with the religious views of their students? (c) How do science teachers in the FSD reconcile their own religious views with the teaching of evolution? (d) How do science teachers in the FSD perceive the relationship between religion and science? The data was collected through interviews with two high school teachers, and one middle school teacher, by observing each participant teach, by collecting site documents and by administering an exploratory survey to student volunteers. Analysis was conducted by open coding which produced four themes from which the research questions were answered and the survey answers were counted to produce the percentages displayed in the tables in chapter four. The teachers avoided discussion on religiously oriented questions or statements by the students and did not reveal their own religious orientation. The topic of microevolution appeared to reduce stress in the classroom environment, as opposed to addressing macroevolution.
Comparative Methodologies and Theories Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Other Religion Commons, Science and Mathematics Education Commons, Social and Philosophical Foundations of Education Commons