Educational professionals’ knowledge and acceptance of evolution

Original article:

Educational professionals’ knowledge and acceptance of evolution

Evolutionary Psychology 7(4): 490-516 Louis S. Nadelson, College of Education, Boise State University, Boise, ID, USA, LouisNadelson@BoiseState.eduGale M. Sinatra, Department of Educational Psychology, University of Nevada, Las Vegas, NV, USA

Abstract

This study sought to determine if we could identify a cadre of educational professionals with sufficient knowledge and acceptance of biological evolution to objectively evaluate the merits of the emerging discipline of evolutionary educational psychology. Members of APA and AERA were recruited to complete surveys measuring demographic characteristics, evolution knowledge (specifically natural selection), and evolution acceptance. We tested a model representing propensity toward open-minded examination of the merits of evolutionary educational psychology. Results showed evolution knowledge and acceptance, personal beliefs, academic and research experience, were key indicators of willingness to engage in objective evaluation of this new discipline. We conclude that there are a number of educational professionals with sufficient levels of evolution knowledge and acceptance to evaluate the plausibility and applicability of this new perspective.

Keywords

evolutionary psychology, knowledge and acceptance, personal beliefs, professional experience

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