ABSTRACT
Despite the utility of science, skepticism exists about some scientific findings, particularly when they contradict economic, political, or religious sensibilities (Bloom, Quebec Fuentes, Holden, & Feille, 2015). Perhaps the most notable emotionally charged science topic is biological evolution (Miller, 2008). Science teachers report an increasing amount of student concern about contradictions between what they learn in school regarding evolution and what they have learned through their religious faith (Baker, 2006). Such pressure has produced a general worry among teachers with regard to teaching evolution in their classrooms (Berkman, Pacheco, & Plutzer, 2008).
