The purpose of this qualitative meta-synthesis is the exploration and analysis of postsecondary students’ perceptions towards accepting and understanding evolution. Evolution as a process and theory is a foundation for understanding the biological sciences. Within the scientific and educational communities, evolution is a central theme tying the fabric of the biological sciences together. A three-tiered analysis was used to determine postsecondary students’ perceptions towards accepting and understanding evolution. This meta-synthesis analysis was guided by the following research questions: (1) What perceived conflicts do post-secondary students face when learning about evolution? and (2) Based on post-secondary students’ perspectives, how do personal religious beliefs influence understanding and accepting evolution? Overarching themes that emerged from this study included students’ perceived conflict between religion and evolution, students’ views of evolution strengthen religious beliefs, students’ religious beliefs and acceptance of evolution are kept separate from each other, evidentiary support is used to accept or deny evolution, exposure to evolution and scientific literacy influence acceptance of evolution, and the environment in which students learn evolution can influence their acceptance of evolution.
","abstract_html":"<p>The purpose of this qualitative meta-synthesis is the exploration and analysis of postsecondary students’ perceptions towards accepting and understanding evolution. Evolution as a process and theory is a foundation for understanding the biological sciences. Within the scientific and educational communities, evolution is a central theme tying the fabric of the biological sciences together. A three-tiered analysis was used to determine postsecondary students’ perceptions towards accepting and understanding evolution. This meta-synthesis analysis was guided by the following research questions: (1) What perceived conflicts do post-secondary students face when learning about evolution? and (2) Based on post-secondary students’ perspectives, how do personal religious beliefs influence understanding and accepting evolution? Overarching themes that emerged from this study included students’ perceived conflict between religion and evolution, students’ views of evolution strengthen religious beliefs, students’ religious beliefs and acceptance of evolution are kept separate from each other, evidentiary support is used to accept or deny evolution, exposure to evolution and scientific literacy influence acceptance of evolution, and the environment in which students learn evolution can influence their acceptance of evolution.</p>","abstract_has_math":false,"creators":["Childress, Erin"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Secondary Education and Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Karen Embry Jenlink","Dr. Patrick Jenlink","Dr. Ali Hachem"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-05-20T07:00:00Z","date_published":"2019-05-20T07:00:00Z","updated_at":"2026-07-24T04:30:22Z","subjects":["evolution","postsecondary","perception","acceptance","metasynthesis","Curriculum and Instruction"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.sfasu.edu/etds/259","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Karen Embry Jenlink","Dr. Patrick Jenlink","Dr. Ali Hachem"]},{"key":"dc:creator","label":"Author","values":["Childress, Erin"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-06-10T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Secondary Education and Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["evolution","postsecondary","perception","acceptance","metasynthesis","Curriculum and Instruction"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.sfasu.edu/etds/259"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this qualitative meta-synthesis is the exploration and analysis of postsecondary students’ perceptions towards accepting and understanding evolution. Evolution as a process and theory is a foundation for understanding the biological sciences. Within the scientific and educational communities, evolution is a central theme tying the fabric of the biological sciences together. A three-tiered analysis was used to determine postsecondary students’ perceptions towards accepting and understanding evolution. This meta-synthesis analysis was guided by the following research questions: (1) What perceived conflicts do post-secondary students face when learning about evolution? and (2) Based on post-secondary students’ perspectives, how do personal religious beliefs influence understanding and accepting evolution? Overarching themes that emerged from this study included students’ perceived conflict between religion and evolution, students’ views of evolution strengthen religious beliefs, students’ religious beliefs and acceptance of evolution are kept separate from each other, evidentiary support is used to accept or deny evolution, exposure to evolution and scientific literacy influence acceptance of evolution, and the environment in which students learn evolution can influence their acceptance of evolution.
"]},{"key":"dc:title","label":"Title","values":["Postsecondary Students’ Perceptions Toward Accepting and Understanding Biological Evolution: A Qualitative Metasynthesis"]}]}],"canonical_facts":{"dc:contributor":["Dr. Karen Embry Jenlink","Dr. Patrick Jenlink","Dr. Ali Hachem"],"dc:creator":["Childress, Erin"],"dc:date.available":["2019-06-10T07:00:00Z"],"dc:description.abstract":["The purpose of this qualitative meta-synthesis is the exploration and analysis of postsecondary students’ perceptions towards accepting and understanding evolution. Evolution as a process and theory is a foundation for understanding the biological sciences. Within the scientific and educational communities, evolution is a central theme tying the fabric of the biological sciences together. A three-tiered analysis was used to determine postsecondary students’ perceptions towards accepting and understanding evolution. This meta-synthesis analysis was guided by the following research questions: (1) What perceived conflicts do post-secondary students face when learning about evolution? and (2) Based on post-secondary students’ perspectives, how do personal religious beliefs influence understanding and accepting evolution? Overarching themes that emerged from this study included students’ perceived conflict between religion and evolution, students’ views of evolution strengthen religious beliefs, students’ religious beliefs and acceptance of evolution are kept separate from each other, evidentiary support is used to accept or deny evolution, exposure to evolution and scientific literacy influence acceptance of evolution, and the environment in which students learn evolution can influence their acceptance of evolution.
"],"dc:identifier":["https://scholarworks.sfasu.edu/etds/259"],"dc:subject":["evolution","postsecondary","perception","acceptance","metasynthesis","Curriculum and Instruction"],"dc:title":["Postsecondary Students’ Perceptions Toward Accepting and Understanding Biological Evolution: A Qualitative Metasynthesis"],"thesis:degree_discipline":["Secondary Education and Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education"]},"updated_at":"2026-07-24T04:30:22Z"}