Abstract:
This study measured the acceptance of evolutionary theory by science teachers in an Alaskan urban city. Acceptance was assessed by a sample of 59 high school science teachers through use of the Measure of Acceptance of the Theory of Evolution (MATE) instrument. This was incorporated into a booklet, which included survey items about teacher experience, education, and classroom practices. Descriptive statistics indicated the majority of teachers have an extensive amount of academic and classroom experience and a high level of acceptance of evolution. Assumptions about these characteristics correlating with an adequate treatment of evolution in the classroom were not confirmed when 60% of teachers reported spending two weeks or less on evolution in class. Further research is needed to clarify the factors influencing the teaching of evolution in this school district.
