Does organismal evolution alter the environment and subsequent selection?
Much research has shown that many individuals have difficulty accepting the tenets of the theory of biological evolution (Alters and Alters 2001; Miller 2008).
One of the most misconceived and widely debated scientific phenomena is biological evolution (Alters and Alters 2001, Gallup 2008, Miller 1999).
The creationism/evolution social controversy plays out significantly in public schools in North America where creationists are incessantly trying to find ways to include creationism in science teaching along with evolution (Alters 2005; Alters and Alters 2001; Larson 2003; Scott 2004).
Because societal preconceptions about evolution can hinder learning about evolution (Alters and Nelson 2002), directly facing how typological thinking, teleology, and the abuses of eugenics have hindered friendly synthesis between evolution and medicine will provide valuable content.
Individuals can have a hard time reconciling their religious beliefs with particular scientific tenets, especially evolution (Alters and Alters [2001]; Berkman et al. [2008]; Berkman and Plutzer [2010]; Coyne [2012]; Masci [2007], [2009]; but see Baker [2012]).
Interacting with these sorts of "unorganized" or "informal" creationists is much different than dealing with politically active creationist movements, and would require another article; readers are referred to several good resources on teaching evolution (Alters and Alters 2001; Scott 2009).
On a positive note, teaching the content of evolution is easier than changing an individual's acceptance of evolution (Alters et al. 2002; Nehm et al. 2009; Nehm and Schonfeld 2007).
Although studies emphasize the importance of adopting sound pedagogical practices when teaching evolution (Alters and Nelson 2002), our teachers seemed to harbor some doubt about their pedagogical content knowledge (PCK) necessary to teach evolution effectively in their science/biology classrooms.
The difficulties faced by biology teachers when addressing this subject are widely known: due to these impediments, many people do not properly understand or do not accept the theory of evolution (Alters and Nelson 2002; NASIM 2008).
This result is of particular interest, as many parents with creationist positions claim that they do not wish their children to lose their religious identity when they are exposed to instruction in evolution (Alters and Alters2001 Williams20099).
