Scientific views and religious beliefs of college students: The case of biological evolution

TLDR

The study aimed to examine how biology majors in Beirut reconcile evolutionary theory with their religious beliefs. Sixty-two students completed open‑ended survey questions about evolution, perceived conflict with religion, and personal worldview, and 15 were selected for deeper analysis of their written responses. Responses fell into four categories—support for evolution, opposition, compromise, and neutral—and the authors argue that teaching the nature of scientific facts and encouraging discussion of values can improve evolutionary understanding. © 1997 John Wiley & Sons, Inc., J Res Sci Teach 34: 429–445.

Abstract

The purpose of this study was to explore how some university biology majors in Beirut, Lebanon, accommodate the theory of biological evolution with their existing religious beliefs. Sixty-two students enrolled in a required senior biology seminar responded to open-ended questions that addressed (a) their understanding of the theory of evolution, (b) their perception of conflict between this theory and religion, and (c) whether the theory of evolution clashed with their own beliefs about the world. Based on their responses, 15 students were selected for an in-depth exploration of their written responses. Students' answers clustered under 1 of 4 main positions: for evolution, against evolution, compromise, and neutral. The authors suggest that teaching students about the nature of scientific facts, theories, and evidence is more likely to enhance understanding of evolutionary theory if students are given the opportunity to discuss their values and beliefs in relation to scientific knowledge. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 429–445, 1997.