Analysis of factors influencing the teaching of evolution and creationism in Texas public high school biology classes

This research examined the emphasis given by Texas high school biology teachers to evolution and creationism. Selected variables were analyzed to determine their influence on the teaching of evolution and creationism. Data were obtained through a questionnaire administered by mail to a random sample of Texas public high school biology teachers during spring, 1988.; Results obtained from 307 teachers, who represented 50 percent of the sample receiving the questionnaire, indicated that the majority of Texas biology teachers taught evolution, but did not give it comprehensive coverage as indicated by total time allocated to evolution and twelve topics concerned with evolution. The majority of the teachers thought evolution should be taught in high school biology because of its role as a unifying and central theme in biology.; There was a significant and positive correlation between the emphasis placed on evolution and academic background, and teacher understanding and acceptance of evolution. There was a significant and negative correlation with religious conservatism. Seventy-two percent of the biology teachers did not teach creationism as indicated by teacher reports and allocation of time. Teachers who taught creationism did not give comprehensive coverage to creationism in terms of instructional time and mode of presentation. The majority of the teachers who taught creationism presented it as historical idea and religious doctrine. The support for the inclusion of creationism in biology curriculum was predominantly based on the "fairness" principle. The teaching of creationism was significantly correlated with a lack of knowledge, understanding and acceptance of evolution and with religious conservatism. Biology teachers in small rural high schools had a greater tendency to teach creationism than teachers in large suburban or city schools.; Overall, it was concluded that Texas biology teachers supported the study of evolution in biology as important but did not give it comprehensive coverage commensurate with its status in the biological sciences. Creationism was taught by 28 percent of the biology teachers, but not in the comprehensive manner creationists advocate. Academic variables emerged as the most important factor in determining the classroom emphasis on evolution and the inclusion of creationism.