Coalition of Scientific Coalition of Scientific Societies Societies

Evolution in Science Evolution in Science EducationEducation

Survey HighlightsSurvey Highlights Developed by Jennifer A.

Hobin, Ph.D.FASEB Office of Public Affairs

Challenges to Science Challenges to Science EducationEducation

Teaching evolutionary science and related subjects (plate tectonics, origins of the universe, age of the earth) has been challenged across the United States

Map provided courtesy of the American Geological Institute: http://www.agiweb.org/gap/evolution

*States where teaching evolution

has been challenged shown in yellow

Challenges to Science Challenges to Science EducationEducation

Creationism and intelligent design (ID) introduced as science Scientific topics singled out for non-scientific “critical

analysis” Established science labeled as “theory, not fact”

This textbook contains material on evolution. Evolution is a theory, not a

fact, regarding the origin of living things. This material should be approached with an open mind, studied carefully and critically

considered. Textbook disclaimer at the center of Selman v. Cobb County School District

court case

Coalition of Scientific Coalition of Scientific SocietiesSocieties

Unprecedented, interdisciplinary partnership among 17 scientific organizations

Organizations represent the physical, chemical, biological, and social sciences and science teachers communities

Joint effort to acquire a better understanding of challenges to science education and to explore opportunities for addressing them

Coalition conducted a survey of the American public to inform their efforts

Coalition MembersCoalition Members

Evolution in Evolution in Science Education SurveyScience Education Survey

National, telephone survey conducted by a professional research firm

Approximately 1,000 likely voters

Survey examined - Attitudes toward science and scientists- Views on evolutionary science in the context of

education- Opportunities for bolstering support for

teaching evolution and related subjects

Survey Data Have Been Survey Data Have Been Published in the Following Published in the Following

PublicationsPublications

Most Respondents Accept Most Respondents Accept EvolutionEvolution

Did all life evolve or was it created in its present form?

Did humans and other livings things evolve or were they created in their present form?

Did evolution occur naturally (natural selection) or with the guidance of a supreme being?

Humans and other life

All life0

10

20

30

40

50

60

70

Re

sp

on

se

(%

)

Evolved, naturally

Evolved, guidance Created

Don’t know

There is Support for There is Support for Evolution EducationEvolution Education

Although there is uncertainty about what to teach in science classes… - 41% uncertain about teaching intelligent design- 32% uncertain about teaching creationism- 22% uncertain about teaching evolution

…Most people favor teaching evolution!- 53% favor teaching evolution- 36% favor teaching creationism- 27% favor teaching ID

Why Don’t More People Accept Why Don’t More People Accept

Evolutionary Science?Evolutionary Science? Data show a correlation between acceptance of

evolution and scientific knowledge

- People who have some understanding of modern genetics are more likely to accept evolution (Miller et al., 2006)

- In the present survey, respondents who performed better on a brief assessment of scientific knowledge were more likely to accept evolution and to favor teaching evolution in science classes

Scientific KnowledgeScientific Knowledge

Only 23% of survey participants responded correctly to all three of the following true/false statements:*

- The continents or land masses on which we live have been moving for millions of years and will continue to move in the future (79% correctly agreed)

- Antibiotics kill viruses as well as bacteria (43% correctly disagreed)

- The earliest humans lived at the same time as the dinosaurs (53% correctly disagreed)

*69% of survey respondents had some college education

Scientific Knowledge and Scientific Knowledge and Acceptance of EvolutionAcceptance of Evolution

Among respondents who answered 3 questions correctly:- 78% accepted that humans and

other life evolved- 11% thought they were created

Among those who answered fewer than 2 questions correctly:- 36% accepted that humans and

other life evolved- 47% thought they were created

Life evolved

Life was created

0

10

20

30

40

50

60

70

80

90

0-1 2 3

Science questions correct

Res

po

nse

(%

)

Scientific Knowledge and Scientific Knowledge and Support for Teaching EvolutionSupport for Teaching Evolution

Among respondents who answered 3 questions correctly:- 78% favor teaching evolution- 27% favor teaching creationism- 24% favor teaching ID

Among those who answered fewer than 2 questions correctly:- 36% favor teaching evolution- 38% favor teaching creationism- 29% favor teaching ID

0

20

40

60

80

Science questions correct

Res

po

nse

(%

)

Evolution

Creationism

Intelligent design

30-1 2

100

Teaching Evolution Enhances Teaching Evolution Enhances Science EducationScience Education

The public values scientific learning opportunities

Respondents rated the following as very important purposes of science education: - Learning to draw conclusions from evidence (80%) - Critical thinking (78%)- Understanding how science is conducted (63%)

Teaching Evolution Enhances Teaching Evolution Enhances Science EducationScience Education

The methods that scientists use to study evolution are the hallmarks of science and necessary for everyday decision-making

- Gathering evidence from various sources - Making logical inferences - Establishing and testing competing hypotheses

“The teaching of evolution offers educators a superb opportunity to illuminate the nature of science and to differentiate science from other forms of human endeavor and understanding.”

—National Academy of Sciences, Teaching About Evolution and the Nature of

Science

Americans Value the Americans Value the Contribution Contribution

Science Makes to MedicineScience Makes to Medicine 63% of respondents ranked developing medicine

and curing disease as the most important contribution of science to society

Proponents of teaching evolution (65%), creationism (62%), or ID (63%) were equally likely to view this as the most important contribution of science to society

61% of respondents thought understanding the contribution that evolution makes to modern medical science was a convincing reason to teach evolution in science classes“Understanding and

treating diseases such as avian influenza” provided

as an example

Connecting Evolution and Connecting Evolution and Other Other

Scientific AdvancesScientific Advances Making the connection between evolutionary

biology and advancing other areas of science may also help people to appreciate the value of teaching evolution

Understanding human gene function

Improving agricultural methods and yields

Understanding the development of antibiotic resistance

Analyzing and interpreting forensic evidence

Employing genetic algorithms in software engineering

Why Should Scientists Get Why Should Scientists Get Involved?Involved?

Americans have a favorable view of the scientific community- 76% of respondents rate doctors favorably- 72% rate medical researchers favorably- 69% rate scientists favorably

People Want to Hear From People Want to Hear From Scientists About ScienceScientists About Science

The majority of respondents were interested in hearing from:- Scientists (88%)- Science teachers (85%) - Doctors or nurses (84%)

Less interest in hearing from: - School board members

(34%)- Celebrities (16%)

School board

CelebrityScience teacher

Doctor/nurse

Scientist0

20

40

60

80

100

Res

po

nse

(%

)

Spokesperson

From whom does the public want to hear

about science?

……And About EvolutionAnd About Evolution

The majority of respondents were interested in hearing from: - Scientists (77%) - Science teachers (76%)- Clergy (62%)

Less interest in hearing from: Supreme Court Justices

(37%) School board members

(30%) Celebrities (11%)

Res

po

nse

(%

)

Justice School board

CelebrityScientist ClergyScience teacher

Spokesperson

0

20

40

60

80

100

From whom does the public want to hear

about evolution, creationism, and ID?

Scientists are Key in Scientists are Key in Promoting Promoting

Science EducationScience Education Americans value the contributions that science

makes to society, especially to medical science

They appreciate the role that evolution plays in understanding and treating disease

And they respect the expertise of science and education professionals on scientific topics, including evolution

The scientific community, including those who hold religious beliefs, are a valuable part of the science education dialogue!

How Can Scientists Get How Can Scientists Get

Involved?Involved? Communicate the value of strong science education in

terms that are meaningful to the public and policy makers- Emphasize scientific and medical advances, the importance

of critical thinking skills, and developing scientific talent- Avoid technical jargon

Write letters and op-eds, speak with school boards and community groups, partner with educators to design curricula

Work with staff at your scientific and professional societies—they may have resources to help!

Evolution ResourcesEvolution Resources

AAAS

American Institute of Biological Sciences

American Physiological Society

American Society of Human Genetics

Federation of American Societies for Experimental Biology

Howard Hughes Medical Institute

National Academies

National Center for Science Education

PBS Evolution Website

Understanding Evolution

Need More Information?Need More Information?

To read the full survey report, please visit:evolution.faseb.org/sciencecoalition

For more information, please contact: Jennifer A. Hobin, Ph.D.

FASEB Office of Public Affairs

jhobin@faseb.org