Skip to main content

Table 1 St udies investigating predictors for the acceptance of evolutionary theory ordered by explained variance

From: Pre-service biology teachers’ acceptance of evolutionary theory and their preference for its teaching

Explained variance Study Sample Domains considered
7.2% Akyol et al. [2010] Turkish pre-service science teachers (n = 136) Cognitive
10.5% Deniz et al. [2008] Turkish pre-service biology teachers (n = 132) Cognitive, affective, contextual
13.0% Sinatra et al. [2003] US-American undergraduate non-major biology students (n = 93) Cognitive, affective
17.0% Akyol et al. [2012] Turkish pre-service science teachers (n = 415) Cognitive
18.0% Miller et al. [2006] European adults (n = 13,587) Cognitive, affective, contextual
19.7% Graf and Soran [2011] Turkish pre-service biology teachers (n = 520) Cognitive, affective
26.0% Mazur [2004] US-American adults (n = 3,673) Cognitive, affective, contextual
29.0% Athanasiou and Papadopoulou [2012] Greek pre-service teachers in early childhood education (n = 350) Cognitive, affective, contextual
33.0% Ha et al. [2012] South Korean pre-service biology teachers (n = 124) Cognitive, affective, contextual
40.2% Graf and Soran [2011] German pre-service biology teachers (n = 1,228) Cognitive, affective, contextual
42.0% Losh and Nzekwe [2011] US American pre-service teachers (n = 663) Cognitive, affective, contextual
44.2% Athanasiou et al. [2012] Greek pre-service teachers in early childhood education (n = 320) Cognitive, affective
45.0% Mazur [2010] US-American adults (GSS sample, n > 1,600) Cognitive, affective, contextual
46.0% Miller et al. [2006] US-American adults (n = 2,066) Cognitive, affective, contextual