Table 5 The frequency distributions of teachers’ responses regarding perceptions of the factors that impede addressing evolution in their classrooms
Item | Percentages (%) | ||||
|---|---|---|---|---|---|
SA | A | U | D | SD | |
2. I believe that students are not mature enough to be interested in and understand evolution | 15.2 | 27.3 | 12.1 | 35.4 | 10.1 |
3. I believe that students are barely interested in evolution | 7.1 | 8.1 | 9.1 | 42.4 | 33.3 |
4. Classes dealing with evolution are most likely to be classes for high achieving students | 2 | 12.1 | 24.2 | 35.4 | 26.3 |
5. I believe that science/biology classes addressing evolution have little influence on the achievement of students with low motivation (or low level of participation) | 8.1 | 30.3 | 22.2 | 30.3 | 9.1 |
6. Addressing evolution in science/biology classes could confuse students about their own values | 15.2 | 42.4 | 12.1 | 23.2 | 7.1 |
7. Dealing with evolution using various teaching strategies (role plays and group activities) is hardly possible in a “real” classroom situation | 10.1 | 13.1 | 25.3 | 35.4 | 16.2 |