Exploring the Social, Moral, and Temporal Qualities of Pre-Service Teachers’ Narratives of Evolution Deirdre Hahn Division of Psychology in Education, College of Education, Arizona State University, PO Box 878409, Tempe, Arizona 85287
[email protected] Sarah K Brem Division of Psychology in Education, College of Education, Arizona State University, PO Box 870611, Tempe, Arizona 85287
[email protected] Steven Semken Department of Geological Sciences, Arizona State University, PO Box 871404, Tempe, Arizona 85287
[email protected] ABSTRACT consequences of accepting evolutionary theory. That is, both evolutionists and creationists tend to believe that Elementary, middle, and secondary school teachers may accepting evolutionary theory will result in a greater experience considerable unease when teaching evolution ability to justify or engage in racist or selfish behavior, in the context of the Earth or life sciences (Griffith and and will reduce people's sense of purpose and Brem, in press). Many factors may contribute to their self-determination. Further, Griffith and Brem (in press) discomfort, including personal conceptualizations of the found that in-service science teachers frequently share evolutionary process - especially human evolution, the these same beliefs and to avoid controversy in the most controversial aspect of evolutionary theory. classroom, the teachers created their own boundaries in Knowing more about the mental representations of an curriculum and teaching practices. evolutionary process could help researchers to There is a historical precedent for uneasiness around understand the challenges educators face in addressing evolutionary theory, particularly given its use to explain scientific principles. These insights could inform and justify actions performed in the name of science.