A Multiple Case Study of Prospective Biology Teachers

The purpose of this multiple case study was to examine the impact of a biology-focused science methods course on prospective teachers ’ preparedness to teach evolution and to explore factors that influence their intentions to teach evolution. The researchers sought to understand the interplay between prospective teachers ’ personal and contextual issues (including acceptance of evolution and views of the nature of science) on their anticipated plans for teaching evolution. Participants included 3 female and 2 male students. Data collection utilized VNOS-C questionnaire, Measure of Acceptance of Evolution instrument, semi-structured interviews, and instructor and student journals. Profiles were created for each participant, and analyzed to identify cross-case themes. Findings indicate the development of prospective teachers’ instructional plans for teaching evolution was mediated by their views of the nature of science and their understanding of evolution. As a result of course activities, there was a shift in the nature of prospective teachers ’ concerns about teaching evolution; however, although each of the prospective teachers personally accepted the theory of evolution, concerns about their future students’, parents’, and colleagues ’ acceptance of evolution played a significant role in their decision whether to teach evolution in their future classrooms