ABSTRACT
The literature as to why some students fail to understand certain aspects of biology mainly concentrates on cognitive issues (misconceptions). The importance of affect in learning, while acknowledged, is generally understated. In recent years, a particular reason for students choosing to reject certain elements of what they are taught in biology has become appreciated, namely that these elements may not mesh with their worldviews. The classic instance is evolutionary biology, which students from fundamentalist religious backgrounds typically reject; other instances include anthropogenic climate change, vaccination advocacy and the use of animals for human ends. Recent work in evolution education is suggesting how students with such worldviews may be helped to learn biology. However, this gives rise to a separate question as to what precisely the aims of teaching biology should be when the scientifically accepted version conflicts with a student’s worldview.
