Evolution hesitancy: challenges and a way forward for teachers and teacher educators

Abstract Background It has long been acknowledged that evolution is a difficult topic for many students, partly because of the conceptual demands it makes, and some students an acceptance conflicts with their religious beliefs. The study we report on here was designed to see if there were additional reasons why might be certain students. Results Using in-depth, semi-structured interviews seventeen adults studying education qualifications, show people can give rise existential concerns. Thematic content analysis interview transcripts revealed six themes associated concerns: time, identity, death, responsibility/freedom, meaninglessness, isolation. Analysis frequently gave feelings disquiet. Conclusions Because concerns issues do extinction change, deeply unsettling people, even they may have difficulty articulating this so. Teachers when teach therefore need consider at least three overlapping constituencies who find difficult: those whom cognitively challenging; reject aspects grounds; are uncomfortable reasons. Teacher educators decide how best prepare new teachers these challenges. We argue pedagogy based two approaches—treating as conceptually demanding treating sensitive issue—may provide way forward.