Although only one in 30 general faculty thought that evolution and creationism are in harmony, one in five educators of prospective teachers, and one in four students favored this position (choice b, Fig. 3).
Although the general faculty support for the "equal time" option was negligible (3.7%), at least one in seven educators of prospective teachers (13.8%) and one in three students (29.3%) favored it (Fig. 1).
Although the general faculty and the educators of prospective teachers had a clearer understanding of ID than the students (Gen Fac and Edu were statistically similar; Fig. 2), it is of concern that one in ten general faculty, one in five educators of prospective teachers, and one in two students were unaware of the nature of ID or considered it a legitimate scientific proposal.
All agreed that evolution relies on common ancestry (93%, mean choice a, Fig. 9) and that humans are apes (64%, mean choice b, Fig. 9); however, one in four general faculty, one in two educators of prospective teachers, and one in three students did not know that humans are close relatives to chimpanzees, bonobos, gorillas, and orangutans (choice b, Fig. 9).
Although only 3.4% of the general faculty considered that hearing about evolution makes no difference because evolution and creationism are in harmony, at least one in five educators of prospective teachers (18.6%) and one in four students (23.6%) hold this position (Fig. 3).
Although only one in about 20 general faculty either did not comment on this issue or said they accept evolution privately (choices b, c, Fig. 6), one in four educators of prospective teachers and one in three students held these positions.
It is common practice that a work team consisting of three educators is in charge of the groups of children.
But the actual reduction that was achieved in gingivitis in the three educator-led groups was 16.3%.
The percent reduction in gingival bleeding (about 5-11%) found in the three educator-led groups in the present study was slightly lower than 12.5% decrease in the gingival bleeding score mentioned in the review by Brown [ 22].
On the contrary the present study found an increase of about 8-13% in the number of sextants of oral cavity free of plaque, bleeding on probing and calculus at the final evaluation in the three educator-led groups.
The theoretical framework of OHE in the three educator-led strategies was based on the constructs of social cognitive theory including vicarious learning, active participation, skill training, self efficacy, reinforcement and social support [ 14].
