000			01851nam a22002057a 4500
005			20240409095936.0
008			240409b |||||||| |||| 00| 0 eng d
022			_a0002-7685
100			_aFerguson, Daniel G.
245			_aA Day in the Life of Carlton Smith _b: The Bombardment of Evolution Misconceptions (Journal Article)
260			_aUnited States _b:National Association of Biology Teachers (NABT) _c,2023
300			_a73–79p.
440			_aAmerican Biology Teacher _vVolume 85: Issue 2, February 2023
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_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.
650			_aevolution education| misconceptions| popular culture| education| social media
700			_aJensen, Jamie L.
856			_uhttps://doi.org/10.1525/abt.2023.85.2.73
942			_cPER
999			_c45662 _d45661