Analyzing pre-service biology teachers’ intention to teach evolution using the theory of planned behavior

被引：7
作者：
Aptyka H. [1 ]
Großschedl J. [1 ]
机构：
[1] Institute for Biology Education, Faculty of Mathematics and Natural Sciences, University of Cologne, Herbert-Lewin-Straße 10, Cologne
来源：
Evolution: Education and Outreach | 2022年 / 15卷 / 1期
关键词：
Biology education; Evolution; Evolution education; Intention; Pre-service teacher; Preference; Structural equation model; Teacher education; Teaching; Theory of planned behavior;
D O I：
10.1186/s12052-022-00175-1
中图分类号：
学科分类号：
摘要：
Background: Even though evolution is the overarching principle that connects all areas of biology, a significant proportion of pre-service teachers do not intend to teach evolution, minimize the teaching of evolution, or teach alternative ideas in biology classes. To prevent adverse teaching practices and promote effective pre-service teacher education, we aimed to identify and analyze variables that foster or hinder their behavioral intentions to teach evolution. Method: We adopted a behavioral psychology research perspective and developed a research model based on the theory of planned behavior to examine behavioral intentions for teaching evolution in biology classrooms. We extended the model with additional variables that have been delineated by teacher education research as essential determinants for the behavioral intention to teach evolution. We proposed several hypotheses suggesting that the attitude toward teaching evolution, subjective norms, perceived behavioral control, personal religious faith, perceived usefulness, and knowledge about evolution determine a person’s behavioral intention. We conducted a quantitative cross-sectional study in teacher education to test the hypotheses and surveyed N = 339 pre-service biology teachers using an online questionnaire. We analyzed the data using a two-stage structural equation model. Results: We were able to confirm all proposed hypotheses. The most important results revealed that pre-service teachers’ knowledge about and perceived usefulness of evolution are only moderately pronounced. Moreover, the subjective norm is a predictor not only of behavioral intention but also of the attitude toward teaching evolution. The variable of perceived behavior control partly moderates the relationship between knowledge about evolution and behavioral intention. Additionally, perceived usefulness is an important and marginally stronger predictor of a person’s attitude than personal religious faith. Conclusion: The extended model of the theory of planned behavior has highlighted the need for educational programs to increase knowledge about and the perceived usefulness of evolution even stronger. The findings delineated the effects of essential determinants on behavioral intentions and provided information about the necessary levers of teacher education. © 2022, The Author(s).
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