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WITHOUT question the most powerful theory within the field of biology is that of evolution. Evolutionary theory allows for the investigation of a broad spectrum of interesting biological questions in a scientifically meaningful way. It provides a mechanism for exploration of the intriguing ‘‘hows’’ and ‘‘whys’’ we are compelled to ask concerning the tremendous diversity of life. With it, the multitude of traits and behaviors of organisms take on meaning. Indeed, as Dobzhansky (1973) elegantly stated, ‘‘Nothing in biology makes sense except in light of evolution’’ (p. 125). Yet, despite the fact that evolutionary theory is extremely well-supported and non-controversial within the scientific community, it has not been as well received by the general public. Several studies reveal that a sizable portion of Americans have little understanding of evolutionary theory and reject it as a valid explanation of the current state of life (Ching 1984; Edwords 1981a; Edwords 1981b; Holden, 1988; National Science Board 1989). This difference in understanding and acceptance of evolutionary theory between the scientific community and the general public represents more than a lag between the generation of knowledge in a discipline and its dissemination to the public through the educational system. Rather, it represents a gulf in understanding that has not been successfully bridged through a century of science education. The factors contributing to this gulf are complex and manifold. The teaching of evolutionary theory in public high schools has been embroiled in controversy throughout the century. Restrictive board of education policies, opposition from religious groups, school administrators, and community members, inadequate textbook coverage, and teachers’ own personal religious beliefs have contributed to the documented de-emphasis of evolution in the high school biology
Rutledge et al. (Sat,) studied this question.