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Table 1 Selected intervention studies with science teacher participants from the literature

From: The Long-Term Impacts of Short-Term Professional Development: Science Teachers and Evolution

Study Location n Intervention duration Measurement Replicated
Evolution knowledge Evolution acceptance NOS understanding
Scharmann and Harris (1992) Midwestern USA 19 90 h 10-item statement, 5-point Likert-type 5-item statement, 5-point Likert-type (Johnson and Peeples 1987) 29-item statement, 3-point Likert-type (Kimball 1967); 20-item statement, 5-point Likert-type (Johnson and Peeples 1987) YES (Scharmann 1994)
Scharmann (1994) Midwestern USA 24 84 h 10-item statement, 5-point Likert-type 5-item, 5-point Likert-type (Johnson and Peeples 1987) 29-item, 3-point Likert-type (Kimball 1967); 20-item, 5-point Likert-type (Johnson and Peeples 1987) NO
Firenze (1997) Northeastern USA 14 64 h 1-item, self-report Likert-type n/a n/a NO
Crawford et al. (2005) Northeastern USA 21 12 h Open-response instrument (Bishop and Anderson 1990) n/a VNOS (Lederman et al. 2002) NO
Nehm and Schonfeld (2007) Northeastern USA 44 14 weeks Open-response instrument (Bishop and Anderson 1990) and evolution content knowledge test (Nehm and Schonfeld 2007) 1 multiple-choice item 9-item, Likert-type (Nehm and Schonfeld 2007) YES (unpublished)
Nadelson and Sinatra (2010) n/a 89a ~1 hb Concept inventory of natural selection (Anderson et al. 2002) Measure of acceptance of the theory of evolution (Rutledge and Warden 1999) Scientific attitude inventory II (Moore and Foy 1997) NO
Southerland and Nadelson (2012) n/a 14 15 weeks CINS
MUM
MATE
I-SEA
VNOS NO
  1. a44 for experimental group and 45 for control group.
  2. b1.5 h consisted of both instruction and pre-/post-testing.