Identifier

etd-04142014-154844

Degree

Master of Education (MEd)

Department

Educational Theory, Policy, and Practice

Document Type

Thesis

Abstract

Over the last two decades, extensive research has been conducted concerning the legality and effectiveness of teaching opposing viewpoints on controversial topics in science education. However, one of the most important aspects of this dilemma has been disregarded: the effect it has on individual teachers in their unique environments. The purpose of this research was to analyze teacher’s comprehension of recent state legislation as well as how it impacts their instruction. This quantitative approach took place through an online survey of secondary science teachers in biology, which focuses on their teaching experience, understanding of the Louisiana Science Education Act of 2008, and personal views on how evolution should be taught. The research found that about one-third (31%) of biology teachers in Louisiana thought creationism should be taught alongside evolution. About 3 in 4 biology teachers knew what the Louisiana Science Education Act was, and 1 in 10 said it had an influence on their instruction. These data support the hypothesis that recent state legislation has little impact on the daily instruction of science educators.

Date

2014

Document Availability at the Time of Submission

Release the entire work immediately for access worldwide.

Committee Chair

Webb, Angela

Included in

Education Commons

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