01942nam a22002177a 450000500170000000800410001702200160005810000250007424501090009926000770020830000140028544000650029950500660036452010360043065000820146670000220154885600450157094200080161595200840162399900170170720240409095936.0240409b        |||||||| |||| 00| 0 eng d  a0002-7685    aFerguson, Daniel G.   aA Day in the Life of Carlton Smith    b: The Bombardment of Evolution Misconceptions (Journal Article)   aUnited States b:National Association of Biology Teachers (NABT) c,2023  a73–79p.  aAmerican Biology Teacher vVolume 85: Issue 2, February 2023  a***______{For Hard Copy, Please visit Library.}________***


  aAbstract: The United States still has one of the lowest evolution acceptance rates in the world. Biology educators have been diligent in their methods to increase evolution acceptance and knowledge, with much success. However, misconceptions still arise through education, textbooks, and even social and religious settings that may influence our citizens’ low evolution acceptance rates. Much research has been done on such misconceptions. But with new technology and electronic advances, we now have a wide variety of information available at our fingertips. Advents such as social media, popular culture, and smart devices may incorporate new and unique misconceptions not seen before in evolution education. We see a younger generation raised in an era where they may experience a bombardment of evolution misconceptions daily, from the games they play to the posts or memes they read on social media. Research into these effects is lacking but may be essential to push the boundaries of evolution education into the future.

  aevolution education| misconceptions| popular culture| education| social media  aJensen, Jamie L.   uhttps://doi.org/10.1525/abt.2023.85.2.73  cPER  00104070aRIEBPLbRIEBPLd2024-04-09l0r2024-04-09 09:59:52w2024-04-09yPER  c45662d45661