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dc.contributor.authorShier, Peter Matthew
dc.date.accessioned2015-08-25T22:13:30Z
dc.date.available2015-08-25T22:13:30Z
dc.date.issued2006-08
dc.identifier.urihttp://hdl.handle.net/11122/5871
dc.descriptionThesis (M.Ed.) University of Alaska Fairbanks, 2006en_US
dc.description.abstractThis 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.en_US
dc.language.isoen_USen_US
dc.titleThe acceptance of evolutionary theory by science teachers in the Fairbanks Northstar Borough School District, Fairbanks, Alaskaen_US
dc.typeThesisen_US
dc.type.degreemeden_US
dc.identifier.departmentSchool of Education Graduate Programen_US
dc.contributor.chairHogan, Maureen
dc.contributor.committeeReyes, Maria
dc.contributor.committeeNorris-Tull, Roger
refterms.dateFOA2020-03-13T01:15:40Z


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