What’s effective and ineffective in preparing high school biology educators to teach evolution? Evidence from a representative national U.S. survey

Abstract Background What types of coursework prepare biology teachers to teach evolution effectively? The present study provides answers that question based on evidence from a nationally representative sample public high school in the U.S. Data about their pre-service (in seven categories) and attitudes practices relevant teaching five categories relating personal acceptance evolution, perception scientific consensus instructional time devoted classroom characterization creationism, emphasis specific topics evolution) were collected. Results Coursework focused was significantly associated with positive outcomes: more class hours not presenting creationism as scientifically credible, prioritizing common ancestry, human origin life instruction, while shunning Biblical perspectives history life. Similarly, some content awareness but ancestry topic instruction. But surprisingly, methods problem-based learning negative well credible likewise controversial outcome: credible. Conclusion Consistent previous work, results suggest is important preparing educators effectively. they also suggest, aimed at effectively tends, present, be counterproductive, leading presentation