Investigating Greek Biology Teachers’ attitudes towards Evolution Teaching with respect to their Pedagogical Content Knowledge: suggestions for their Professional Development

Panagiotis K. Stasinakis; Kyriacos Athanasiou

doi:10.12973/eurasia.2016.1249a

Full Text (PDF)

Panagiotis K. Stasinakis ¹, Kyriacos Athanasiou ² ^*

More Detail

¹ 4th Lyceum of Zografou, Athens, Greece² University of Athens^* Corresponding Author

Abstract

Background:
Evolution Teaching (ET) among in-service teachers in Greece was examined in an attempt to evaluate their Pedagogical Content Knowledge. Evolution teaching is a problematic issue.

Material and methods:
For this purpose, we constructed a questionnaire that was distributed to the target population and to which 181 teachers responded. We used quantitative method to determine factors that may characterize the ET milieu and which of the factors of PCK apply or not to ET.

Results:
Our research finds that Biology teachers although strive to teach evolution, face specific difficulties due to lack of PCK.

Conclusions:
The research results may be useful when organizing and implementing professional development programs of teachers on ET.

Keywords

evolution teaching
pedagogical content knowledge (PCK)
quantitative research
biology teaching

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 12, Issue 6, June 2016, 1605-1617

https://doi.org/10.12973/eurasia.2016.1249a

Publication date: 02 Jul 2016

Article Views: 3236

Article Downloads: 1453

Open Access References How to cite this article

References

Abell, S. K. (2008). Twenty Years Later: Does Pedagogical Content Knowledge Remain a Useful Idea? International Journal of Science Education, 30(10), 1405–1416. doi: 10.1080/09500690802187041
Abraham, J. K., Perez, K. E., Downey, N., Herron, J. C., & Meir, E. (2012). Short Lesson Plan Associated with Increased Acceptance of Evolutionary Theory and Potential Change in Three Alternate Conceptions of Macroevolution in Undergraduate Students. CBE-Life Sciences Education, 11(2), 152–164. doi: 10.1187/cbe.11-08-0079
Aguillard, D. (1999). Evolution Education in Louisiana Public Schools: A Decade Following Edwards v Aguillard. American Biology Teacher, 61(3), 182–188. doi: 10.2307/4450650
Akyol, G., Tekkaya, C., Sungur, S., & Traynor, A. (2012). Modeling the Interrelationships Among Pre-service Science Teachers’ Understanding and Acceptance of Evolution, Their Views on Nature of Science and Self-Efficacy Beliefs Regarding Teaching Evolution. Journal of Science Teacher Education, 23(8), 937–957. doi: 10.1007/s10972- 012-9296-x
Asghar, A., Wiles, J. R., & Alters, B. (2007). Canadian pre-service elementary teachers’ conceptions of biological evolution and evolution education. McGill Journal of Education, 42(2), 189–210.
Athanasiou, K., Katakos, E., & Papadopoulou, P. (2012). Conceptual ecology of evolution acceptance among Greek education students: the contribution of knowledge increase. Journal of Biological Education, 46(4), 234–241. doi: 10.1080/00219266.2012.716780
Bazeley, P., & Richards, L. (2000). The NVivo qualitative project book. London: Sage.
Blackwell, W. H., Powell, M. J., & Dukes, G. H. (2003). The problem of student acceptance of evolution. Journal of Biological Education, 37(2), 58 – 67. doi: 10.1080/00219266.2003.9655852
Boujaoude, S., Asghar, A., Wiles, J. R., Jaber, L., Sarieddine, D., & Alters, B. (2011). Biology Professors ’ and Teachers ’ Positions Regarding Biological Evolution and Evolution Education in a Middle Eastern Society. International Journal of Science Education, 33(7), 979–1000. doi: 10.1080/09500693.2010.489124
Chabalengula, V. M., Mumba, F., & Chitiyo, J. (2011). Elementary education preservice teachers’ understanding of biotechnology and its related processes. Biochemistry and Molecular Biology Education, 39(4), 321–325. doi: 10.1002/bmb.20505
Chuang, H. C. (2003). Teaching evolution: Attitudes and strategies of educators in Utah. American Biology Teacher, 65(9), 669 – 674. doi: 10.2307/4451592
Cohen, R., & Yarden, A. (2009). Experienced Junior-High-School Teachers’ PCK in Light of a Curriculum Change: “The Cell is to be Studied Longitudinally”. Research in Science Education, 39(1), 131–155. doi: 10.1007/s11165-008-9088-7
Cornett, J. W., Yeotis, C., & Terwilliger, L. (1990). Teacher personal practical theories and their influence upon teacher curricular and instructional actions: A case study of a secondary science teacher. Science Education, 74(5), 517–529. doi: 10.1002/sce.3730740503
Crawford, B. A., Zembal-Saul, C., Munford, D., & Friedrichsen, P. (2005). Confronting prospective teachers’ ideas of evolution and scientific inquiry using technology and inquiry-based tasks. Journal of Research in Science Teaching, 42(6), 613–637. doi: 10.1002/tea.20070
Cummins, C. L., Demastes, S. S., & Hafner, M. S. (1994). Evolution: Biological education’s under-researched unifying theme. Journal of Research in Science Teaching, 31(5), 445– 448. doi: 10.1002/tea.3660310502
Deniz, H., Donnelly, L. A., & Yilmaz, I. (2008). Exploring the factors related to acceptance of evolutionary theory among Turkish preservice biology teachers: Toward a more informative conceptual ecology for biological evolution. Journal of Research in Science Teaching, 45(4), 420–443. doi: 10.1002/tea.20223
Donnelly, L. A., & Boone, W. J. (2007). Biology teachers’ attitudes toward and use of Indiana's evolution standards. Journal of Research in Science Teaching, 44(2), 236–257. doi: 10.1002/tea.20150
Friedrichsen, P. M., & Dana, T. M. (2005). Substantive-level theory of highly regarded secondary biology teachers’ science teaching orientations. Journal of Research in Science Teaching, 42(2), 218–244. doi: 10.1002/tea.20046
García-Horta, J. B., & Guerra-Ramos, M. T. (2009). The use of CAQDAS in educational research: some advantages, limitations and potential risks. International Journal of Research & Method in Education, 32(2), 151–165. doi: 10.1080/17437270902946686
Gardner, G., & Jones, M. G. (2011). Science Instructors’ Perceptions of the Risks of Biotechnology: Implications for Science Education. Research in Science Education, 41(5), 711–738. doi: 10.1007/s11165-010-9187-0
Gess-Newsome, J. (2002). Pedagogical Content Knowledge: An Introduction and Orientation. In J. Gess-Newsome & N. Lederman (Eds.), Examining Pedagogical Content Knowledge SE - 1 (Vol. 6, pp. 3–17). Springer Netherlands.
Giménez, J. E., Ruiz, R. M. Á., & Listán, M. F. (2008). Primary and secondary teachers’ conceptions about heritage and heritage education: A comparative analysis. Teaching and Teacher Education, 24(8), 2095–2107. doi: 10.1016/j.tate.2008.02.017
Goldston, M. J. “Dee”, & Kyzer, P. (2009). Teaching evolution: Narratives with a view from three southern biology teachers in the USA. Journal of Research in Science Teaching, 46(7), 762–790. doi: 10.1002/tea.20289
Griffith, J. A., & Brem, S. K. (2004). Teaching evolutionary biology: Pressures, stress, and coping. Journal of Research in Science Teaching, 41(8), 791–809. doi: 10.1002/tea.20027
Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press.
Jarvis, T., Pell, A., & McKeon, F. (2003). Changes in Primary Teachers’ Science Knowledge and Understanding During a Two Year In-service Programme. Research in Science & Technological Education, 21(1), 17–42. doi: 10.1080/02635140308341
Jüttner, M., & Neuhaus, B. J. (2011). Development of Items for a Pedagogical Content Knowledge Test Based on Empirical Analysis of Pupils’ Errors. International Journal of Science Education, 34(7), 1125–1143. doi: 10.1080/09500693.2011.606511
Kampourakis, K. (2013). Philosophical Considerations in the Teaching of Biology: Introduction to Part I—Philosophy of Biology and Biological Explanation. Science & Education, 22(1), 1–3. doi: 10.1007/s11191-012-9513-1
Käpylä, M., Heikkinen, J.-P., & Asunta, T. (2009). Influence of Content Knowledge on Pedagogical Content Knowledge: The case of teaching photosynthesis and plant growth. International Journal of Science Education, 31(10), 1395–1415. doi: 10.1080/09500690802082168
Lawson, A. E. (1983). Predicting Science Achievement: The Role of Developmental Level, Disembedding Ability, Mental Capacity, Prior Knowledge, and Beliefs. Journal of Research in Science Teaching, 20(2), 117–29. doi: 10.1002/tea.3660200204
Loughran, J. (2002). Effective Reflective Practice. Journal of Teacher Education, 53(1), 33–43. doi: 10.1177/0022487102053001004
Loughran, J., Mulhall, P., & Berry, A. (2004). In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice. Journal of Research in Science Teaching, 41(4), 370–391. doi: 10.1002/tea.20007
Magnusson, S., Krajcik, J., & Borko, H. (2002). Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching. In J. Gess-Newsome & N. Lederman (Eds.), Examining Pedagogical Content Knowledge SE - 4 (Vol. 6, pp. 95–132). Springer Netherlands.
Marcelos, M., & Nagem, R. (2012). Use of the “Tree” Analogy in Evolution Teaching by Biology Teachers. Science & Education, 21(4), 507–541. doi: 10.1007/s11191-011- 9370-3
Mavrikaki, E., & Athanasiou, K. (2011). Development and Application of an Instrument to Measure Greek Primary Education Teachers’ Biology Teaching Self-efficacy Beliefs. Eurasia Journal of Mathematics, Science & Technology Education, 7(3), 203–213.
McComas, W., Almazroa, H., & Clough, M. (1998). The Nature of Science in Science Education: An Introduction. Science & Education, 7(6), 511–532 LA – English. doi: 10.1023/A:1008642510402
Miller, J. D., Scott, E. C., & Okamoto, S. (2006). Public Acceptance of Evolution. Science, 313(5788), 765–766. doi: 10.1126/science.1126746
Mnguni, L., & Abrie, M. (2012). HIV/AIDS content knowledge and presentation strategies in biology for effective use in everyday life. Journal of Biological Education, 46(4), 226– 233. doi: 10.1080/00219266.2012.716778
Moore, R. (2004). How Well Do Biology Teachers Understand the Legal Issues Associated with the Teaching of Evolution? BioScience, 54(9), 860–865. doi: 10.1641/0006- 3568(2004)054[0860:HWDBTU]2.0.CO;2
Nadelson, L. S., & Nadelson, S. (2010). K-8 Educators Perceptions and Preparedness for Teaching Evolution Topics. Journal of Science Teacher Education, 21(7), 843–858. doi: 10.1007/s10972-009-9171-6
Nadelson, L. S., & Sinatra, G. M. (2009). Educational Professionals ’ Knowledge and Acceptance of Evolution. Evolutionary Psychology, 7(4), 490–516. doi: 10.1177/147470490900700401
Nehm, R. H., Kim, S. Y., & Sheppard, K. (2009). Academic preparation in biology and advocacy for teaching evolution: Biology versus non-biology teachers. Science Education, 93(6), 1122–1146. doi: 10.1002/sce.20340
Nehm, R. H., & Reilly, L. (2007). Biology Majors’ Knowledge and Misconceptions of Natural Selection. BioScience, 57(3), 263 – 272. doi: 10.1641/B570311
Nehm, R. H., & Schonfeld, I. (2007). Does Increasing Biology Teacher Knowledge of Evolution and the Nature of Science Lead to Greater Preference for the Teaching of Evolution in Schools? Journal of Science Teacher Education, 18(5), 699–723. doi: 10.1007/s10972- 007-9062-7
Öztap, H., Özay, E., & Öztap, F. (2003). Teaching cell division to secondary school students: an investigation of difficulties experienced by Turkish teachers. Journal of Biological Education, 38(1), 13–15. doi: 10.1080/00219266.2003.9655890
Papadopoulou, P., Stasinakis, P., & Athanasiou, K. (2011). Evolution theory teaching and learning: students’ conceptual ecologies and teachers' perceptions. In A. Yarden & G. S. Carvalho (Eds.), Authenticity in Biology Education: Benefits and Challenges. A selection of papers presented at the 8th Conference of European Researchers in Didactics of Biology (ERIDOB) Braga, Portugal (pp. 271 – 284). Praga, Portugal: ERIDOB.
Park, S., & Chen, Y.-C. (2012). Mapping out the integration of the components of pedagogical content knowledge (PCK): Examples from high school biology classrooms. Journal of Research in Science Teaching, 49(7), 922–941. doi: 10.1002/tea.21022
Park, S., Jang, J.-Y., Chen, Y.-C., & Jung, J. (2011). Is Pedagogical Content Knowledge (PCK Necessary for Reformed Science Teaching?: Evidence from an Empirical Study. Research in Science Education, 41(2), 245–260. doi: 10.1007/s11165-009-9163-8
Peker, D., Comert, G., & Kence, A. (2010). Three Decades of Anti-evolution Campaign and its Results: Turkish Undergraduates’ Acceptance and Understanding of the Biological Evolution Theory. Science & Education, 19(6-8), 739–755 LA – English. doi: 10.1007/s11191-009-9199-1
Prinou, L., Halkia, K., & Skordoulis, C. (2005). Teaching the Theory of Evolution: Teacher’s Attitudes, Views and Difficulties. International History, Philosophy and Science Teaching Conference. Leeds, UK.
Russell, T. L. (1984). Teacher education research and the problems of change. In H. Munby, G. Orpwood, & T. Russell (Eds.), Seeing curriculum in a new light (pp. 114 – 125). Toronto, Canada: University Press of America, Inc.
Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4–14. doi: 10.3102/0013189X015002004
Shulman, L. S. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 57(1), 1–22.
Smith, M. (2010a). Current Status of Research in Teaching and Learning Evolution: I. Philosophical/Epistemological Issues. Science & Education, 19(6-8), 523–538 LA – English. doi: 10.1007/s11191-009-9215-5
Smith, M. (2010b). Current Status of Research in Teaching and Learning Evolution: II. Pedagogical Issues. Science & Education, 19(6-8), 539–571 LA – English. doi: 10.1007/s11191-009-9216-4
Spradley, J. P. (1979). The ethnographic interview. For Worth, TX: Holt, Rinehart and Winston.
Stasinakis, P., & Athanasiou, K. (2012). Greek teachers’ attitudes, beliefs, knowledge and context, concerning Evolution Teaching. In C. Bruguière, A. Tiberghien, & P. Clément (Eds.), E-Book Proceedings of the ESERA 2011 Conference: Science learning and Citizenship. Part 3: Teaching and learning science (co-ed. Marisa Michelini and Reiners Duit) (pp. 179 – 185). France, Lyon: ESERA.
Tamir, P. (1988). Subject matter and related pedagogical knowledge in teacher education. Teaching and Teacher Education, 4(2), 99–110. doi:10.1016/0742-051X(88)90011-X
Thagard, P., & Findlay, S. (2010). Getting to Darwin: Obstacles to Accepting Evolution by Natural Selection. Science & Education, 19(6-8), 625–636. doi:10.1007/s11191-009- 9204-8 doi: 10.1007/s11191-009-9204-8
Van der Zande, P., Akkerman, S. F., Brekelmans, M., Waarlo, A. J., & Vermunt, J. D. (2012). Expertise for Teaching Biology Situated in the Context of Genetic Testing. International Journal of Science Education, 34(11), 1741–1767. doi: 10.1080/09500693.2012.671557
Van der Zande, P., Waarlo, A. J., Brekelmans, M., Akkerman, S. F., & Vermunt, J. D. (2010). A Knowledge Base for Teaching Biology Situated in the Context of Genetic Testing. International Journal of Science Education, 33(15), 2037–2067. doi: 10.1080/09500693.2010.525797
Van Dijk, E. M. (2009). Teachers’ views on understanding evolutionary theory: A PCK-study in the framework of the ERTE-model. Teaching and Teacher Education, 25(2), 259–267. doi:10.1016/j.tate.2008.09.008
Van Dijk, E. M., & Reydon, T. A. C. (2010). A Conceptual Analysis of Evolutionary Theory for Teacher Education. Science & Education, 19(6-8), 655–677. doi: 10.1007/s11191-009- 9190-x
Van Driel, J. H., Jong, O. De, & Verloop, N. (2002). The development of preservice chemistry teachers’ pedagogical content knowledge. Science Education, 86(4), 572–590. doi: 10.1002/sce.10010
Van Driel, J. H., Verloop, N., & De Vos, W. (1998). Developing science teachers’ pedagogical content knowledge. Journal of Research in Science Teaching, 35(6), 673–695. doi: 10.1002/(SICI)1098-2736(199808)35:63.0.CO;2-J
Veal, W. R., & Kubasko Jr., D. S. (2003). Biology and Geology Teachers’ Domain-Specific Pedagogical Content Knowledge of Evolution. Journal of Curriculum and Supervision, 18(4), 334–352.
Veal, W. R., & Makinster, J. G. (1999). Pedagogical Content Knowledge Taxonomies. Electronic Journal of Science Education, 3(4), 1–17.
Zembal-Saul, C., Starr, M., & Krajcik, J. (2002). Constructing a Framework for Elementary Science Teaching Using Pedagogical Content Knowledge. In J. Gess-Newsome & N. Lederman (Eds.), Examining Pedagogical Content Knowledge SE - 10 (Vol. 6, pp. 237– 256). Springer Netherlands.

How to cite this article

APA

Stasinakis, P. K., & Athanasiou, K. (2016). Investigating Greek Biology Teachers’ attitudes towards Evolution Teaching with respect to their Pedagogical Content Knowledge: suggestions for their Professional Development. Eurasia Journal of Mathematics, Science and Technology Education, 12(6), 1605-1617. https://doi.org/10.12973/eurasia.2016.1249a

Vancouver

Stasinakis PK, Athanasiou K. Investigating Greek Biology Teachers’ attitudes towards Evolution Teaching with respect to their Pedagogical Content Knowledge: suggestions for their Professional Development. EURASIA J Math Sci Tech Ed. 2016;12(6):1605-17. https://doi.org/10.12973/eurasia.2016.1249a

AMA

Stasinakis PK, Athanasiou K. Investigating Greek Biology Teachers’ attitudes towards Evolution Teaching with respect to their Pedagogical Content Knowledge: suggestions for their Professional Development. EURASIA J Math Sci Tech Ed. 2016;12(6), 1605-1617. https://doi.org/10.12973/eurasia.2016.1249a

Chicago

Stasinakis, Panagiotis K., and Kyriacos Athanasiou. "Investigating Greek Biology Teachers’ attitudes towards Evolution Teaching with respect to their Pedagogical Content Knowledge: suggestions for their Professional Development". Eurasia Journal of Mathematics, Science and Technology Education 2016 12 no. 6 (2016): 1605-1617. https://doi.org/10.12973/eurasia.2016.1249a

Harvard

Stasinakis, P. K., and Athanasiou, K. (2016). Investigating Greek Biology Teachers’ attitudes towards Evolution Teaching with respect to their Pedagogical Content Knowledge: suggestions for their Professional Development. Eurasia Journal of Mathematics, Science and Technology Education, 12(6), pp. 1605-1617. https://doi.org/10.12973/eurasia.2016.1249a

MLA

Stasinakis, Panagiotis K. et al. "Investigating Greek Biology Teachers’ attitudes towards Evolution Teaching with respect to their Pedagogical Content Knowledge: suggestions for their Professional Development". Eurasia Journal of Mathematics, Science and Technology Education, vol. 12, no. 6, 2016, pp. 1605-1617. https://doi.org/10.12973/eurasia.2016.1249a