TY  - JOUR
AU  - Mavrikaki, Evangelia
AU  - Realdon, Giulia
AU  - Aivelo, Tuomas
AU  - Bajrami, Ani
AU  - Bakanay, Çiçek Dilek
AU  - Beniermann, Anna
AU  - Blagojević, Jelena
AU  - Butkeviciene, Egle
AU  - Cavadas, Bento
AU  - Cossu, Costantina
AU  - Cvetković, Dragana
AU  - Drobniak, Szymon M.
AU  - Durmuş, Zelal Özgür
AU  - Dvořáková, Radka Marta
AU  - Eens, Marcel
AU  - Eretq, Esra
AU  - Eroglu, Seckin
AU  - Gazda, Małgorzata Anna
AU  - Georgiou, Martha
AU  - Gostling, Neil J.
AU  - Gregorčič, Tanja
AU  - Janštová, Vanda
AU  - Jenkins, Tania
AU  - Kervinen, Anttoni
AU  - Korfiatis, Konstantinos
AU  - Kuschmierz, Paul
AU  - Lendvai, Ádám Z.
AU  - de Lima, Joelyn
AU  - Miri, Fundime
AU  - Nogueira, Teresa
AU  - Panayides, Andreas
AU  - Paolucci, Sylvia
AU  - Papadopoulou, Penelope
AU  - Pessoa, Patrícia
AU  - Pinxten, Rianne
AU  - Rios, Joana
AU  - Sousa, Bruno
AU  - Stasinakis, Panagiotis K.
AU  - Torkar, Gregor
AU  - Valackiene, Asta
AU  - Varga, Máté
AU  - Vázquez Ben, Lucía
AU  - Yarden, Anat
AU  - Sá-Pinto, Xana
PY  - 2024
UR  - http://radar.ibiss.bg.ac.rs/handle/123456789/6508
AB  - The contribution of school curricula to public understanding and acceptance of evolution is still mostly unknown, due to the scarcity of studies that compare the learning goals present in different curricula. To overcome this lack of data we analysed 19 school curricula (18 European and one from Israel) to study the
differences regarding the inclusion of learning goals targeting evolution understanding. We performed a quantitative content analysis using the Framework for the Assessment of school Curricula on the presence of Evolutionary concepts (FACE). For each country/region we analysed what this educational system considered the minimum evolution education a citizen should get. Our results reveal that: (i) the curricula include less than half of the learning goals considered important for scientific literacy in evolution; (ii) the most frequent learning goals address basic knowledge of evolution; (iii) learning goals related with the processes that drive evolution are often not included or rarely mentioned; (iv) evolution is most often not linked to its applications in everyday life. These results highlight the need to rethink evolution education across Europe.
PB  - Taylor & Francis Group
T2  - International Journal of Science Education
T1  - Evolution in European and Israeli school curricula – a comparative analysis
DO  - 10.1080/09500693.2023.2293090
ER  - 

@article{
author = "Mavrikaki, Evangelia and Realdon, Giulia and Aivelo, Tuomas and Bajrami, Ani and Bakanay, Çiçek Dilek and Beniermann, Anna and Blagojević, Jelena and Butkeviciene, Egle and Cavadas, Bento and Cossu, Costantina and Cvetković, Dragana and Drobniak, Szymon M. and Durmuş, Zelal Özgür and Dvořáková, Radka Marta and Eens, Marcel and Eretq, Esra and Eroglu, Seckin and Gazda, Małgorzata Anna and Georgiou, Martha and Gostling, Neil J. and Gregorčič, Tanja and Janštová, Vanda and Jenkins, Tania and Kervinen, Anttoni and Korfiatis, Konstantinos and Kuschmierz, Paul and Lendvai, Ádám Z. and de Lima, Joelyn and Miri, Fundime and Nogueira, Teresa and Panayides, Andreas and Paolucci, Sylvia and Papadopoulou, Penelope and Pessoa, Patrícia and Pinxten, Rianne and Rios, Joana and Sousa, Bruno and Stasinakis, Panagiotis K. and Torkar, Gregor and Valackiene, Asta and Varga, Máté and Vázquez Ben, Lucía and Yarden, Anat and Sá-Pinto, Xana",
year = "2024",
abstract = "The contribution of school curricula to public understanding and acceptance of evolution is still mostly unknown, due to the scarcity of studies that compare the learning goals present in different curricula. To overcome this lack of data we analysed 19 school curricula (18 European and one from Israel) to study the
differences regarding the inclusion of learning goals targeting evolution understanding. We performed a quantitative content analysis using the Framework for the Assessment of school Curricula on the presence of Evolutionary concepts (FACE). For each country/region we analysed what this educational system considered the minimum evolution education a citizen should get. Our results reveal that: (i) the curricula include less than half of the learning goals considered important for scientific literacy in evolution; (ii) the most frequent learning goals address basic knowledge of evolution; (iii) learning goals related with the processes that drive evolution are often not included or rarely mentioned; (iv) evolution is most often not linked to its applications in everyday life. These results highlight the need to rethink evolution education across Europe.",
publisher = "Taylor & Francis Group",
journal = "International Journal of Science Education",
title = "Evolution in European and Israeli school curricula – a comparative analysis",
doi = "10.1080/09500693.2023.2293090"
}

Mavrikaki, E., Realdon, G., Aivelo, T., Bajrami, A., Bakanay, Ç. D., Beniermann, A., Blagojević, J., Butkeviciene, E., Cavadas, B., Cossu, C., Cvetković, D., Drobniak, S. M., Durmuş, Z. Ö., Dvořáková, R. M., Eens, M., Eretq, E., Eroglu, S., Gazda, M. A., Georgiou, M., Gostling, N. J., Gregorčič, T., Janštová, V., Jenkins, T., Kervinen, A., Korfiatis, K., Kuschmierz, P., Lendvai, Á. Z., de Lima, J., Miri, F., Nogueira, T., Panayides, A., Paolucci, S., Papadopoulou, P., Pessoa, P., Pinxten, R., Rios, J., Sousa, B., Stasinakis, P. K., Torkar, G., Valackiene, A., Varga, M., Vázquez Ben, L., Yarden, A.,& Sá-Pinto, X.. (2024). Evolution in European and Israeli school curricula – a comparative analysis. in International Journal of Science Education
Taylor & Francis Group..
https://doi.org/10.1080/09500693.2023.2293090

Mavrikaki E, Realdon G, Aivelo T, Bajrami A, Bakanay ÇD, Beniermann A, Blagojević J, Butkeviciene E, Cavadas B, Cossu C, Cvetković D, Drobniak SM, Durmuş ZÖ, Dvořáková RM, Eens M, Eretq E, Eroglu S, Gazda MA, Georgiou M, Gostling NJ, Gregorčič T, Janštová V, Jenkins T, Kervinen A, Korfiatis K, Kuschmierz P, Lendvai ÁZ, de Lima J, Miri F, Nogueira T, Panayides A, Paolucci S, Papadopoulou P, Pessoa P, Pinxten R, Rios J, Sousa B, Stasinakis PK, Torkar G, Valackiene A, Varga M, Vázquez Ben L, Yarden A, Sá-Pinto X. Evolution in European and Israeli school curricula – a comparative analysis. in International Journal of Science Education. 2024;.
doi:10.1080/09500693.2023.2293090 .

Mavrikaki, Evangelia, Realdon, Giulia, Aivelo, Tuomas, Bajrami, Ani, Bakanay, Çiçek Dilek, Beniermann, Anna, Blagojević, Jelena, Butkeviciene, Egle, Cavadas, Bento, Cossu, Costantina, Cvetković, Dragana, Drobniak, Szymon M., Durmuş, Zelal Özgür, Dvořáková, Radka Marta, Eens, Marcel, Eretq, Esra, Eroglu, Seckin, Gazda, Małgorzata Anna, Georgiou, Martha, Gostling, Neil J., Gregorčič, Tanja, Janštová, Vanda, Jenkins, Tania, Kervinen, Anttoni, Korfiatis, Konstantinos, Kuschmierz, Paul, Lendvai, Ádám Z., de Lima, Joelyn, Miri, Fundime, Nogueira, Teresa, Panayides, Andreas, Paolucci, Sylvia, Papadopoulou, Penelope, Pessoa, Patrícia, Pinxten, Rianne, Rios, Joana, Sousa, Bruno, Stasinakis, Panagiotis K., Torkar, Gregor, Valackiene, Asta, Varga, Máté, Vázquez Ben, Lucía, Yarden, Anat, Sá-Pinto, Xana, "Evolution in European and Israeli school curricula – a comparative analysis" in International Journal of Science Education (2024),
https://doi.org/10.1080/09500693.2023.2293090 . .

TY  - JOUR
AU  - Kuschmierz, Paul
AU  - Beniermann, Anna
AU  - Bergmann, Alexander
AU  - Pinxten, Rianne
AU  - Aivelo, Tuomas
AU  - Berniak-Woźny, Justyna
AU  - Bohlin, Gustav
AU  - Bugallo-Rodriguez, Anxela
AU  - Cardia, Pedro
AU  - Cavadas, Bento Filipe Barreiras Pinto
AU  - Cebesoy, Umran Betul
AU  - Cvetković, Dragana D.
AU  - Demarsy, Emilie
AU  - Đorđević, Mirko
AU  - Drobniak, Szymon M.
AU  - Dubchak, Liudmyla
AU  - Dvořáková, Radka M.
AU  - Fančovičová, Jana
AU  - Fortin, Corinne
AU  - Futo, Momir
AU  - Geamănă, Nicoleta Adriana
AU  - Gericke, Niklas
AU  - Grasso, Donato A.
AU  - Lendvai, Ádám Z.
AU  - Mavrikaki, Evangelia
AU  - Meneganzin, Andra
AU  - Mogias, Athanasios
AU  - Möller, Andrea
AU  - Mota, Paulo G.
AU  - Naciri, Yamama
AU  - Németh, Zoltán
AU  - Ożańska-Ponikwia, Katarzyna
AU  - Paolucci, Silvia
AU  - Pap, Péter László
AU  - Petersson, Maria
AU  - Pietrzak, Barbara
AU  - Pievani, Telmo
AU  - Pobric, Alma
AU  - Porozovs, Juris
AU  - Realdon, Giulia
AU  - Sá-Pinto, Xana
AU  - Savković, Uroš
AU  - Sicard, Mathieu
AU  - Sofonea, Mircea T.
AU  - Sorgo, Andrej
AU  - Stermin, Alexandru N.
AU  - Tăușan, Ioan
AU  - Torkar, Gregor
AU  - Türkmen, Lütfullah
AU  - Tutnjević, Slavica
AU  - Uitto, Anna E.
AU  - Varga, Máté
AU  - Varga, Mirna
AU  - Vazquez-Ben, Lucia
AU  - Venetis, Constantinos
AU  - Viguera, Enrique
AU  - Virtbauer, Lisa Christine
AU  - Vutsova, Albena
AU  - Yruela, Inmaculada
AU  - Zandveld, Jelle
AU  - Graf, Dittmar
PY  - 2021
UR  - https://evolution-outreach.biomedcentral.com/articles/10.1186/s12052-021-00158-8
UR  - http://radar.ibiss.bg.ac.rs/handle/123456789/4701
AB  - Background: Investigations of evolution knowledge and acceptance and their relation are central to evolution education research. Ambiguous results in this field of study demonstrate a variety of measuring issues, for instance differently theorized constructs, or a lack of standardized methods, especially for cross-country comparisons. In particular, meaningful comparisons across European countries, with their varying cultural backgrounds and education systems, are rare, often include only few countries, and lack standardization. To address these deficits, we conducted a standardized European survey, on 9200 first-year university students in 26 European countries utilizing a validated, comprehensive questionnaire, the “Evolution Education Questionnaire”, to assess evolution acceptance and knowledge, as well as influencing factors on evolution acceptance. Results: We found that, despite European countries’ different cultural backgrounds and education systems, European first-year university students generally accept evolution. At the same time, they lack substantial knowledge about it, even if they are enrolled in a biology-related study program. Additionally, we developed a multilevel-model that determines religious faith as the main influencing factor in accepting evolution. According to our model, knowledge about evolution and interest in biological topics also increase acceptance of evolution, but to a much lesser extent than religious faith. The effect of age and sex, as well as the country’s affiliation, students’ denomination, and whether or not a student is enrolled in a biology-related university program, is negligible. Conclusions: Our findings indicate that, despite all their differences, most of the European education systems for upper secondary education lead to acceptance of evolution at least in university students. It appears that, at least in this sample, the differences in knowledge between countries reflect neither the extent to which school curricula cover evolutionary biology nor the percentage of biology-related students in the country samples. Future studies should investigate the role of different European school curricula, identify particularly problematic or underrepresented evolutionary concepts in biology education, and analyze the role of religious faith when teaching evolution.
T2  - Evolution: Education and Outreach
T1  - European first-year university students accept evolution but lack substantial knowledge about it: a standardized European cross-country assessment
IS  - 1
VL  - 14
DO  - 10.1186/s12052-021-00158-8
SP  - 17
ER  - 

@article{
author = "Kuschmierz, Paul and Beniermann, Anna and Bergmann, Alexander and Pinxten, Rianne and Aivelo, Tuomas and Berniak-Woźny, Justyna and Bohlin, Gustav and Bugallo-Rodriguez, Anxela and Cardia, Pedro and Cavadas, Bento Filipe Barreiras Pinto and Cebesoy, Umran Betul and Cvetković, Dragana D. and Demarsy, Emilie and Đorđević, Mirko and Drobniak, Szymon M. and Dubchak, Liudmyla and Dvořáková, Radka M. and Fančovičová, Jana and Fortin, Corinne and Futo, Momir and Geamănă, Nicoleta Adriana and Gericke, Niklas and Grasso, Donato A. and Lendvai, Ádám Z. and Mavrikaki, Evangelia and Meneganzin, Andra and Mogias, Athanasios and Möller, Andrea and Mota, Paulo G. and Naciri, Yamama and Németh, Zoltán and Ożańska-Ponikwia, Katarzyna and Paolucci, Silvia and Pap, Péter László and Petersson, Maria and Pietrzak, Barbara and Pievani, Telmo and Pobric, Alma and Porozovs, Juris and Realdon, Giulia and Sá-Pinto, Xana and Savković, Uroš and Sicard, Mathieu and Sofonea, Mircea T. and Sorgo, Andrej and Stermin, Alexandru N. and Tăușan, Ioan and Torkar, Gregor and Türkmen, Lütfullah and Tutnjević, Slavica and Uitto, Anna E. and Varga, Máté and Varga, Mirna and Vazquez-Ben, Lucia and Venetis, Constantinos and Viguera, Enrique and Virtbauer, Lisa Christine and Vutsova, Albena and Yruela, Inmaculada and Zandveld, Jelle and Graf, Dittmar",
year = "2021",
abstract = "Background: Investigations of evolution knowledge and acceptance and their relation are central to evolution education research. Ambiguous results in this field of study demonstrate a variety of measuring issues, for instance differently theorized constructs, or a lack of standardized methods, especially for cross-country comparisons. In particular, meaningful comparisons across European countries, with their varying cultural backgrounds and education systems, are rare, often include only few countries, and lack standardization. To address these deficits, we conducted a standardized European survey, on 9200 first-year university students in 26 European countries utilizing a validated, comprehensive questionnaire, the “Evolution Education Questionnaire”, to assess evolution acceptance and knowledge, as well as influencing factors on evolution acceptance. Results: We found that, despite European countries’ different cultural backgrounds and education systems, European first-year university students generally accept evolution. At the same time, they lack substantial knowledge about it, even if they are enrolled in a biology-related study program. Additionally, we developed a multilevel-model that determines religious faith as the main influencing factor in accepting evolution. According to our model, knowledge about evolution and interest in biological topics also increase acceptance of evolution, but to a much lesser extent than religious faith. The effect of age and sex, as well as the country’s affiliation, students’ denomination, and whether or not a student is enrolled in a biology-related university program, is negligible. Conclusions: Our findings indicate that, despite all their differences, most of the European education systems for upper secondary education lead to acceptance of evolution at least in university students. It appears that, at least in this sample, the differences in knowledge between countries reflect neither the extent to which school curricula cover evolutionary biology nor the percentage of biology-related students in the country samples. Future studies should investigate the role of different European school curricula, identify particularly problematic or underrepresented evolutionary concepts in biology education, and analyze the role of religious faith when teaching evolution.",
journal = "Evolution: Education and Outreach",
title = "European first-year university students accept evolution but lack substantial knowledge about it: a standardized European cross-country assessment",
number = "1",
volume = "14",
doi = "10.1186/s12052-021-00158-8",
pages = "17"
}

Kuschmierz, P., Beniermann, A., Bergmann, A., Pinxten, R., Aivelo, T., Berniak-Woźny, J., Bohlin, G., Bugallo-Rodriguez, A., Cardia, P., Cavadas, B. F. B. P., Cebesoy, U. B., Cvetković, D. D., Demarsy, E., Đorđević, M., Drobniak, S. M., Dubchak, L., Dvořáková, R. M., Fančovičová, J., Fortin, C., Futo, M., Geamănă, N. A., Gericke, N., Grasso, D. A., Lendvai, Á. Z., Mavrikaki, E., Meneganzin, A., Mogias, A., Möller, A., Mota, P. G., Naciri, Y., Németh, Z., Ożańska-Ponikwia, K., Paolucci, S., Pap, P. L., Petersson, M., Pietrzak, B., Pievani, T., Pobric, A., Porozovs, J., Realdon, G., Sá-Pinto, X., Savković, U., Sicard, M., Sofonea, M. T., Sorgo, A., Stermin, A. N., Tăușan, I., Torkar, G., Türkmen, L., Tutnjević, S., Uitto, A. E., Varga, M., Varga, M., Vazquez-Ben, L., Venetis, C., Viguera, E., Virtbauer, L. C., Vutsova, A., Yruela, I., Zandveld, J.,& Graf, D.. (2021). European first-year university students accept evolution but lack substantial knowledge about it: a standardized European cross-country assessment. in Evolution: Education and Outreach, 14(1), 17.
https://doi.org/10.1186/s12052-021-00158-8

Kuschmierz P, Beniermann A, Bergmann A, Pinxten R, Aivelo T, Berniak-Woźny J, Bohlin G, Bugallo-Rodriguez A, Cardia P, Cavadas BFBP, Cebesoy UB, Cvetković DD, Demarsy E, Đorđević M, Drobniak SM, Dubchak L, Dvořáková RM, Fančovičová J, Fortin C, Futo M, Geamănă NA, Gericke N, Grasso DA, Lendvai ÁZ, Mavrikaki E, Meneganzin A, Mogias A, Möller A, Mota PG, Naciri Y, Németh Z, Ożańska-Ponikwia K, Paolucci S, Pap PL, Petersson M, Pietrzak B, Pievani T, Pobric A, Porozovs J, Realdon G, Sá-Pinto X, Savković U, Sicard M, Sofonea MT, Sorgo A, Stermin AN, Tăușan I, Torkar G, Türkmen L, Tutnjević S, Uitto AE, Varga M, Varga M, Vazquez-Ben L, Venetis C, Viguera E, Virtbauer LC, Vutsova A, Yruela I, Zandveld J, Graf D. European first-year university students accept evolution but lack substantial knowledge about it: a standardized European cross-country assessment. in Evolution: Education and Outreach. 2021;14(1):17.
doi:10.1186/s12052-021-00158-8 .

Kuschmierz, Paul, Beniermann, Anna, Bergmann, Alexander, Pinxten, Rianne, Aivelo, Tuomas, Berniak-Woźny, Justyna, Bohlin, Gustav, Bugallo-Rodriguez, Anxela, Cardia, Pedro, Cavadas, Bento Filipe Barreiras Pinto, Cebesoy, Umran Betul, Cvetković, Dragana D., Demarsy, Emilie, Đorđević, Mirko, Drobniak, Szymon M., Dubchak, Liudmyla, Dvořáková, Radka M., Fančovičová, Jana, Fortin, Corinne, Futo, Momir, Geamănă, Nicoleta Adriana, Gericke, Niklas, Grasso, Donato A., Lendvai, Ádám Z., Mavrikaki, Evangelia, Meneganzin, Andra, Mogias, Athanasios, Möller, Andrea, Mota, Paulo G., Naciri, Yamama, Németh, Zoltán, Ożańska-Ponikwia, Katarzyna, Paolucci, Silvia, Pap, Péter László, Petersson, Maria, Pietrzak, Barbara, Pievani, Telmo, Pobric, Alma, Porozovs, Juris, Realdon, Giulia, Sá-Pinto, Xana, Savković, Uroš, Sicard, Mathieu, Sofonea, Mircea T., Sorgo, Andrej, Stermin, Alexandru N., Tăușan, Ioan, Torkar, Gregor, Türkmen, Lütfullah, Tutnjević, Slavica, Uitto, Anna E., Varga, Máté, Varga, Mirna, Vazquez-Ben, Lucia, Venetis, Constantinos, Viguera, Enrique, Virtbauer, Lisa Christine, Vutsova, Albena, Yruela, Inmaculada, Zandveld, Jelle, Graf, Dittmar, "European first-year university students accept evolution but lack substantial knowledge about it: a standardized European cross-country assessment" in Evolution: Education and Outreach, 14, no. 1 (2021):17,
https://doi.org/10.1186/s12052-021-00158-8 . .