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

Abstract

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.