This may have been similar to the focus on evolution misconceptions described by Robbins and Roy (2007), who also documented shifts in evolution acceptance with instruction.
Robbins and Roy (2007) found change in evolution acceptance after limited instruction, while others found that change in acceptance associated with increased knowledge happened only for those who were initially undecided on the topic (Wilson 2005; Ingram and Nelson 2006).
Specifically, we aim to identify the relationships between the following constructs in U.S. undergraduate students: understanding of ET, acceptance of ET, instruction in ET, prior exposure to ET, religious beliefs, understanding the nature of science, and understanding scientific theories.
We looked for studies that described at least two of the following seven constructs: understanding of ET, acceptance of ET, instruction in ET, prior exposure to ET, religious beliefs, understanding the nature of science, and understanding scientific theories.
We performed a comprehensive literature search focusing on publications that analyzed and compared at least two of the following constructs: understanding of evolutionary theory (ET), acceptance of ET, instruction in ET, prior exposure to ET, religious beliefs, understanding the nature of science, and understanding of scientific theories.
In fact, the intensive, active classroom is the antidote to widespread acceptance of online instruction.
The present study investigated the immediate and longer-term emotional and mnemonic consequences of asking healthy participants to follow suppression versus acceptance emotion regulation instructions while viewing a distressing video, relative to a no instruction control condition.
He pledged in a secret acceptance speech to "seek instruction" from his predecessor.
On the other hand, neither Bishop and Anderson ([1990]) nor Lawson and Worsnop ([1992]) found evidence of change in student acceptance of evolution after instruction.
In fact there is only one study that we are aware of showing a strong improvement in student acceptance of evolution post instruction (Wiles and Alters [2011]), quantified by the Measure of the Acceptance of the Theory of Evolution (MATE; Rutledge and Sadler [2007]; Rutledge and Warden [1999]).
