{"id":{"repo_id":"mo-state","oai_identifier":"oai:bearworks.missouristate.edu:theses-2508"},"canonical_url":"https://search.dev.ndltd.org/etd/mo-state/oai:bearworks.missouristate.edu:theses-2508","repository":{"repo_id":"mo-state","name":"Missouri State University","base_url":"https://bearworks.missouristate.edu/do/oai/"},"display":{"title":"Competing for the Minds of America: Does the Teaching of Evolution in High Schools Promote a Naturalistic Worldview?","abstract":"The debate over evolution has been raging in America's public schools for the past century. This has led to numerous court cases that moved our teachers from teaching creationism in classrooms to today's curriculum of evolution only. Scientists hold evolution as an overarching theory that ties together many different principles. However, some feel evolution reaches too far and into the beliefs and worldviews of students. The research sought to understand the debate over evolution and find out what implications an evolution-only curriculum had on student's values. A descriptive study was conducted utilizing a research-constructed survey. The findings revealed there was not a significant correlation between the students' worldview and what they reported being taught to them in high school. However, there was a significant correlation between what students were taught and their believe in or acceptance of evolution. Similarly, there was a significant correlation between what the students believed about evolution and their worldview.","abstract_html":"The debate over evolution has been raging in America's public schools for the past century. This has led to numerous court cases that moved our teachers from teaching creationism in classrooms to today's curriculum of evolution only. Scientists hold evolution as an overarching theory that ties together many different principles. However, some feel evolution reaches too far and into the beliefs and worldviews of students. The research sought to understand the debate over evolution and find out what implications an evolution-only curriculum had on student's values. A descriptive study was conducted utilizing a research-constructed survey. The findings revealed there was not a significant correlation between the students' worldview and what they reported being taught to them in high school. However, there was a significant correlation between what students were taught and their believe in or acceptance of evolution. Similarly, there was a significant correlation between what the students believed about evolution and their worldview.","abstract_has_math":false,"creators":["Shuls, James"],"institution":null,"degree_name":"Master of Science in Early Childhood and Family Development","degree_level":"Masters","degree_discipline":"Early Childhood and Family Development","degree_department":null,"school":null,"contributors":["Cynthia Wilson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2007,"date_issued":"2007-12-01T08:00:00Z","date_published":"2007-12-01T08:00:00Z","updated_at":"2026-07-24T03:16:37Z","subjects":["evolution","intelligent design","public school","worldview","science","methodological naturalism","ontological materialism","Child Psychology"],"languages":[],"rights":["© James Shuls"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://bearworks.missouristate.edu/theses/1507","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Cynthia Wilson"]},{"key":"dc:creator","label":"Author","values":["Shuls, James"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Early Childhood and Family Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science in Early Childhood and Family Development"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["evolution","intelligent design","public school","worldview","science","methodological naturalism","ontological materialism","Child Psychology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© James Shuls"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://bearworks.missouristate.edu/theses/1507"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The debate over evolution has been raging in America's public schools for the past century. This has led to numerous court cases that moved our teachers from teaching creationism in classrooms to today's curriculum of evolution only. Scientists hold evolution as an overarching theory that ties together many different principles. However, some feel evolution reaches too far and into the beliefs and worldviews of students. The research sought to understand the debate over evolution and find out what implications an evolution-only curriculum had on student's values. A descriptive study was conducted utilizing a research-constructed survey. The findings revealed there was not a significant correlation between the students' worldview and what they reported being taught to them in high school. However, there was a significant correlation between what students were taught and their believe in or acceptance of evolution. Similarly, there was a significant correlation between what the students believed about evolution and their worldview."]},{"key":"dc:title","label":"Title","values":["Competing for the Minds of America: Does the Teaching of Evolution in High Schools Promote a Naturalistic Worldview?"]}]}],"canonical_facts":{"dc:contributor":["Cynthia Wilson"],"dc:creator":["Shuls, James"],"dc:description.abstract":["The debate over evolution has been raging in America's public schools for the past century. This has led to numerous court cases that moved our teachers from teaching creationism in classrooms to today's curriculum of evolution only. Scientists hold evolution as an overarching theory that ties together many different principles. However, some feel evolution reaches too far and into the beliefs and worldviews of students. The research sought to understand the debate over evolution and find out what implications an evolution-only curriculum had on student's values. A descriptive study was conducted utilizing a research-constructed survey. The findings revealed there was not a significant correlation between the students' worldview and what they reported being taught to them in high school. However, there was a significant correlation between what students were taught and their believe in or acceptance of evolution. Similarly, there was a significant correlation between what the students believed about evolution and their worldview."],"dc:identifier":["https://bearworks.missouristate.edu/theses/1507"],"dc:rights":["© James Shuls"],"dc:subject":["evolution","intelligent design","public school","worldview","science","methodological naturalism","ontological materialism","Child Psychology"],"dc:title":["Competing for the Minds of America: Does the Teaching of Evolution in High Schools Promote a Naturalistic Worldview?"],"thesis:degree_discipline":["Early Childhood and Family Development"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Science in Early Childhood and Family Development"]},"updated_at":"2026-07-24T03:16:37Z"}