Table 1 The foci of the articles that appear in the special issue either on evolution literacy or on evolutionary literacy (according to Kampourakis 2022) and their relations to the five goals for teacher preparation to teach evolution according to Sickel and Friedrichsen (2013)
Kampourakis | Evolution literacy | Evolutionary literacy |
|---|---|---|
Branch et al | Teaching CK—effective for preparing educators to teach evolution (Goal 1) | Teaching creationism/Biblical perspective—ineffective, leading to the presentation of creationism as scientifically credible (Goal 4) |
Stahi-Hitin & Yarden | NA | It is important to connect to students’ culture and relate to the boundaries between science and religion (Goal 4) |
Newall & Reiss | NA | It is important to treat evolution as a sensitive issue due to the existential concerns it elicits (Goals 3 and 4) |
Aptyka & Grossschedl | Pre-service teachers’ CK about evolution predicts their behavioral intention to teach evolution in biology classrooms (Goal 1) | Pre-service teachers’ personal religious faith affects the behavioral intention to teach evolution in biology classrooms (Goal 4) |
Steinwachs & Martens | PCK—addressing students’ alternative conceptions in evolution classes (Goal 5) | NA |