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Although specific questions related to participants' acceptance of evolution were asked in all cases, participants were encouraged to elaborate on their understandings of evolution, on how their religious beliefs may influence their thoughts about evolution and on their ideas, feelings and concerns about evolution.
Fig. 2 Multivariate vector analysis of participant understanding of evolution with participant attitude toward evolution with instruction.X-axis scale is 0 to 12, with 0 being the maximum negative attitude toward evolution and 12 being maximum positive attitude toward evolution.
The third presents participants' considerations of evolution's relevance to medicine.
Third, participants' acceptance of evolution, understanding of NOS and perceptions about teaching of evolution were measured on the basis of self-reports.
Qualitative interviews and focus group discussions were conducted to probe participants' perceptions of evolution in relation to their religious beliefs and how they address the evolution/creation controversy in teaching.
A: PCoA of participant knowledge of evolution scores coded by theistic view.
B: PCoA of participant knowledge of evolution scores coded by academic group.
C: PCoA of participant knowledge of evolution scores coded by amount of science education.
The survey questions mainly focused on exploring participant acceptance of evolution and the factors they perceived as influencing their acceptance.
My results revealed that some of the participants lacked acceptance of evolution.
As a method of checking the consistency of participants' views in regard to the extent of evolution, participants were also asked if they thought that humans shared genes with apes and bacteria.
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Since I tried Ludwig back in 2017, I have been constantly using it in both editing and translation. Ever since, I suggest it to my translators at ProSciEditing.

Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com