Predicting evolution acceptance among religious students using the predictive factors of evolution acceptance and reconciliation (pFEAR) instrument

Abstract

AbstractEvolution is one of the controversial topics in biology primarily because of the perceived conflict between religion and evolution. Religiosity is one of the biggest predictors of evolution acceptance, i.e., the more religious an individual, the less accepting they are of evolution. Most students in the United States are religious, so how evolution is taught in the classroom is essential for a more inclusive experience. However, educators do not have a way to measure what factors influence students' evolution acceptance. We developed a survey instrument with validity evidence called the "predictive Factors of Evolution Acceptance and Reconciliation" (pFEAR). Using this measure, with data from eight religiously affiliated institutions in the United States, educators can understand how their religious and scientific worldview factors influence their students' views on evolution acceptance. Our study showed that religious influence was the most statistically significant predictor of evolution acceptance among religious students by a factor of 2, when compared to students scientific worldviews and the perceived conflict between science and religion. It also showed that perceived conflict between science and religion and being influenced by science were significant positive predictors of evolution acceptance. Further, this study identifies ways educators can use the pFEAR in the classroom to better understand their student's views and better modify how they approach teaching evolution in their classroom.