Measurement Wizard


Evolution/Creationism, Teaching of

Our current "human origins" question asks the respondent theory of human origins. There are many questions that ask whether creationism should be taught in public schools, whether evolution and creationism should be given equal time, etc.


Below are 24 questions from surveys in the ARDA that attempt to measure this concept. The ARDA staff further categorized these questions into 5 types:

Creationism in the ClassroomEvolution in the ClassroomTeach Creationism?Teach What?Who Decides?

Creationism in the ClassroomThis question type asks teachers to indicate if they teach about creationism in a certain way.

  • NODARWIN from National Survey of High School Biology TeachersLEARN MORE
    • Please indicate your level of agreement with each of the following statements if they apply to your classes in biology or life sciences (otherwise select Not applicable). I believe it is possible to offer an excellent general biology course for high school students that includes no mention of Darwin or evolutionary theory. (NODARWIN) EXPAND/COLLAPSE
  • ENCDISC from National Survey of High School Biology TeachersLEARN MORE
    • Please tell us whether you have ever done the following: I have encouraged discussions of creationism in order to firmly explain why creationism is not science. (ENCDISC) EXPAND/COLLAPSE
  • VALIDALT from National Survey of High School Biology TeachersLEARN MORE
    • Please indicate your level of agreement with each of the following statements if they apply to your classes in biology or life sciences (otherwise select Not applicable). When I do teach about creationism or intelligent design (including answering student questions), I emphasize that this is a valid, scientific alternative to Darwinian explanations for the origin of species. (VALIDALT) EXPAND/COLLAPSE
  • VALIDREL from National Survey of High School Biology TeachersLEARN MORE
    • Please indicate your level of agreement with each of the following statements if they apply to your classes in biology or life sciences (otherwise select Not applicable). When I do teach creationism or intelligent design (including answering student questions), I acknowledge them as valid religious perspectives, but which are not appropriate for a science class. (VALIDREL) EXPAND/COLLAPSE
  • REPUTSCI from National Survey of High School Biology TeachersLEARN MORE
    • Please indicate your level of agreement with each of the following statements if they apply to your classes in biology or life sciences (otherwise select Not applicable). When I do teach creationism or intelligent design (including answering student questions), I emphasize that many reputable scientists view these as valid alternatives to Darwinian theory. (REPUTSCI) EXPAND/COLLAPSE
  • SCIREJCT from National Survey of High School Biology TeachersLEARN MORE
    • Please indicate your level of agreement with each of the following statements if they apply to your classes in biology or life sciences (otherwise select Not applicable). When I do teach creationism or intelligent design (including answering student questions), I emphasize that almost all scientists reject these as valid accounts of the origin of species. (SCIREJCT) EXPAND/COLLAPSE

Evolution in the ClassroomThis question type asks teachers to indicate if they teach about evolution in a certain way.

  • NERVOUS from National Survey of High School Biology TeachersLEARN MORE
    • In preparing this questionnaire, we talked to a large number of teachers and other science educators. They have told us about many strategies that teachers use in teaching their high school biology classes and they share many experiences they have had. Some of these appear below. Please tell us whether you have ever done the following: I have been nervous about an open house event or a meeting with parents because I believed that I would receive complaints about the teaching of evolution. (NERVOUS) EXPAND/COLLAPSE
  • UNIFYING from National Survey of High School Biology TeachersLEARN MORE
    • Please indicate your level of agreement with each of the following statements if they apply to your classes in biology or life sciences (otherwise select Not applicable). Evolution serves as the unifying theme for the content of the course. (UNIFYING) EXPAND/COLLAPSE
  • STATESCI from National Survey of High School Biology TeachersLEARN MORE
    • Please indicate your level of agreement with each of the following statements if they apply to your classes in biology or life sciences (otherwise select Not applicable). When I do teach evolution, I focus heavily on what students need to know to meet state science standards. (STATESCI) EXPAND/COLLAPSE
  • PRVWRONG from National Survey of High School Biology TeachersLEARN MORE
    • Please indicate your level of agreement with each of the following statements if they apply to your classes in biology or life sciences (otherwise select Not applicable). When I do teach evolution (including answering student questions), I emphasize the possibility that portions of evolutionary theory may be proven wrong. (PRVWRONG) EXPAND/COLLAPSE
  • BROADCON from National Survey of High School Biology TeachersLEARN MORE
    • Please indicate your level of agreement with each of the following statements if they apply to your classes in biology or life sciences (otherwise select Not applicable). When I do teach evolution (including answering student questions), I emphasize the broad consensus that evolution is fact even as scientists disagree about the specific mechanisms through which evolution occurred. (BROADCON) EXPAND/COLLAPSE

Teach Creationism?Does the respondent favor public schools teaching creationism?


Teach What?This question type asks the respondent if public schools should teach only creationism, only evolution, both, or neither.


Who Decides?Who should have the power to decide how human origins are addressed in the classroom?

  • EVOLRESP from Religion and Public Life Survey, 2005LEARN MORE
    • And who should have the primary responsibility for deciding how evolution is taught in public schools? Should it be scientists and science teachers, parents, or school boards? (EVOLRESP) EXPAND/COLLAPSE
  • EVOLSCI from Religion and Public Life Survey, 2005LEARN MORE
    • Id like to get your views on who should and who should not have a say on how evolution is taught in public schools. In your opinion, should scientists and science teachers have a say in how evolution is addressed, or should they not have a say? (EVOLSCI) EXPAND/COLLAPSE
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