
However, teachers that don't "believe" in evolution aren't going to teach it in the classroom. In the paper, Berkman et al. describe the results of the polling 939 high school biology teachers. "Roughly one sixth of all teachers professed a “young earth” personal belief, and about one in eight reported that they teach creationism or intelligent design in a positive light. The number of hours devoted to these alternative theories is typically low—but this nevertheless must surely convey to students that these theories should be accorded respect as scientific perspectives."
Why do these teachers fail to contribute proper instruction in evolution? The article suggests, "that high school teachers who completed the largest number of college-level credits in biology and life science classes and whose coursework included at least one class in evolutionary biology devote substantially more class time to evolution than teachers with fewer credit hours. The best prepared teachers devote 60% more time to evolution than the least prepared."
The article concludes that it is incumbent on college educators to provide future high school teachers with a proper education. "Scientists concerned about the quality of evolution instruction might have a bigger impact in the classroom by focusing on the certification standards for high school biology teachers. Our study suggests that requiring all teachers to complete a course in evolutionary biology would have a substantial impact on the emphasis on evolution and its centrality in high school biology courses. In the long run, the impact of such a change could have a more far reaching effect than the victories in courts and in state governments."






