The identification, assessment, and amelioration of perceived and actual barriers to teachers' incorporation of evolutionary theory as a central theme in life science classes through a two-week institute and follow-up studies

In an effort to incorporate the near universal suggestions of teaching life science thematically and using evolution as its central theme a two week institute entitled EVOLUTION AND THE NATURE OF SCIENTIFIC INQUIRY: Using Evolution as a Central Theme in the Life Sciences was developed and offered to fourteen 7th and 10th grade life science teachers. Pre-institute questionnaires and interviews attempted to determine the barriers to the infusion of an evolutionary theme and much of the institute was designed to overcome these perceived barriers.; This research also attempted to follow all fourteen participants for the academic year '96-'97 with continued participant feedback and networking. Using a combination of both quantitative and qualitative research methodologies it was hoped the researcher could gain a better understanding of: (1) What are the perceived barriers to the incorporation of evolutionary theory as a central theme? (2) Can these barriers be partially and/or completely overcome as a result of participation? (3) Will additional classroom time (as compared to the previous year) be spent on the topic of evolution? (4) How influential will the institute be in making determinations of classroom content? (5) Will the perceived barriers actually be encountered? (6) What barriers, if any, will be encountered in the infusion of evolution?; It was concluded that participants generally reported a reduction in their perception of barriers to the incorporation of evolutionary theory, both on post-institute surveys and post-delay (final) surveys at the end of the academic year. Six of ten "perceived barrier categories" showed a statistically significant decrease when subjected to a paired t-Test analysis. "Lack of time," "personal inertia," and the "controversial nature of the topic" were identified as the most persistent barriers.; Few (4) participants actually chose to incorporate either evolution or the nature of science as central themes, however, most participants reported feeling more comfortable and confident dealing with the topic of evolution and reported spending more classroom time on the central themes throughout the academic year. Seven recommendations are given to help ameliorate the perceived and actual barriers encountered.