Conceptual ecology and the acceptance of the evolution theory from the greek teachers

1. Entity type Lemma
2. Original titleΗ εννοιολογική οικολογία και η αποδοχή της θεωρίας της εξέλιξης από τους Έλληνες εκπαιδευτικούς
3. Language term Greek, Modern (1453-)
4. lemma author Katsiampoura, Gianna
5. lemma category Scientific theories and disciplines > Biology:evolution - Education, Science and Orthodoxy
6. Publication date 20-02-2017
7. lemma work Katakos, Efstratios Georgios [Author]. Η εννοιολογική οικολογία και η αποδοχή της θεωρίας της εξέλιξης από τους Έλληνες εκπαιδευτικούς Conceptual ecology and the acceptance of the evolution theory from the greek teachers)
8. lemma manifestations Η εννοιολογική οικολογία και η αποδοχή της θεωρίας της εξέλιξης από τους Έλληνες εκπαιδευτικούς (Conceptual ecology and the acceptance of the evolution theory from the greek teachers) - Athens: University of Athens, 2014.
9. Keywords Evolution - Greece - Secondary education
10. Citations
    1. Katakos, Efstratios Georgios,Η εννοιολογική οικολογία και η αποδοχή της θεωρίας της εξέλιξης από τους Έλληνες εκπαιδευτικούς (Conceptual ecology and the acceptance of the evolution theory from the greek teachers) - Athens: University of Athens, 2014.
11. Lemma body

    1. The present thesis uses the conceptual ecology as a theoretical tool and as a framework to investigate the acceptance of the evolution theory from the Greek teachers of biology in secondary education. The conceptual ecology is linked to broader notions of conceptual change and constructivism, theoretically analyzed and placed in its historical context. The history and the present condition of the acceptance of the evolution theory, in Greece and the world in general, is also examined. The main research study was a quantitative questionnaire survey conducted in teachers who teach biology in secondary education. The same survey was conducted in teachers with various specializations (biologists, geologists, teachers, pre-school teachers, undergraduate students of the department of childhood education) for comparison and investigation of specific parameters. Additionally, a qualitative study was conducted with semi-structured interviews, which aimed to confirm, explore, deepen and explain the findings of the quantitative research. The data from all surveys are presented in tables and figures, they are discussed and compared.The results of all surveys are collected and discussed in the last part of the thesis. The main conclusions of this thesis are summarized as follows: The acceptance of evolution theory is significantly influenced by religiosity (with variations by type of religiosity) and open minded thinking and mildly by the knowledge of the Evolution Theory and the nature of science. The interaction of factors and notably their impact on the acceptance of the Evolution Theory is differentiated by the external social, cultural environment and the internal structure of every factor. The Greek environment during the last decades (orthodoxy, progressive political identity in universities, lack of strong controversy around evolution), influence in a positive way the acceptance of the evolution theory by the Greek teachers but not generally by the Greek society. The appropriate, targeted teaching interventions and selected educational arguments (eg geological argument), have a significant effect in increasing the knowledge and acceptance of the Evolution Theory.