In contrast to adults, acceptance of evolution in schoolchildren in the UK is linked to their scientific aptitude rather than conflicts with belief systems, say scientists at our Milner Centre for Evolution.
Previous studies in the USA have shown that adults that strongly reject evolution are often highly educated but reject the scientific consensus owing to conflicts with their belief systems.
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Does the same clash of beliefs and evidence prevent effective learning in the classroom? Scientists at the Milner Centre for Evolution found that for UK schoolchildren, surprisingly this was not the case. They conducted a large controlled trial of 1,200 students aged 14-16 in 70 classes from secondary schools across the south and south west of the UK, in which students were tested for acceptance of evolution and understanding of evolution and, as a control subject, genetics.
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The non-acceptor students had lower prior understanding of both evolution and genetics, and they responded poorly not only to the teaching of evolution, but, importantly, also to genetics. This indicates they were less likely to accept evolution because they struggled to understand science rather than due to psychological conflicts with their beliefs.
The researchers concluded that the current system of science teaching was not optimal for the lower aptitude students.
Read full, original post: Evolution acceptance in children linked to aptitude, not belief
