A survey of teacher knowledge, preferences, and practices concerning origin of life theories

The purpose of this study was to examine the range of existing practices and beliefs of science teachers in Knox County schools concerning the origin of life, and the degree to which they understand or favor alternative viewpoints. This paper sought to obtain information from respondents concerning how they taught either evolution or creation and what they believed about evolution or creation.

A 25 item survey was developed after numerous conversations with concerned scientists, educators, clergy and lay people. This survey was mailed to all the high school science teachers employed by Knox County during the summer of 1982. The teachers returned these anonymously and the results were tabulated and analyzed for any trends.

Several important findings came from this study. Five are listed here. First, it was found that nearly every individual held a unique interpretation or understanding of what is meant by evolution and creation. Secondly, the majority expressed the idea that presenting only one viewpoint concerning the origin of life was a hindrance to academic freedom. Thirdly, 58% said they believed man has descended from lower forms of life, while 38.5% said they did not. Fourthly, 69% said that they were in favor of both creation and evolution being presented in public schools. Lastly, half of the participants said they believed that there is some scientific evidence to support a creation viewpoint.

These findings seem to reveal a teacher preference for a change in current curriculum for public schools. The majority of teachers indicated that both sides of the origin-of-life issue should be taught in public schools, yet little has been done to foster this. A fresh discussion of the creation and evolution controversy could help bring new information and provide insights into others' opinions and beliefs.