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In Tunisia, even though it is an Arab-Muslim country, the teaching of evolution is not forbidden. Nevertheless, the Muslim perspective makes learning about the biological basis of evolution difficult because of the harmony that exists between religion and science. Tunisian students have a mixed misconception: They explain the diversity of life as both a result of God’s works and a result of evolutionary processes at the same time. This paper presents the external evaluation that assesses the impact of an approach to teaching evolution designed to help students distinguish between theological and biological (scientific) explanations. The comparative analysis between the outcomes of the pre- and post-teaching interviews shows some success in helping students to distinguish between the two types of arguments and to develop better understanding of evolution as scientific knowledge.

Overcoming the Effect of the Socio-cultural Context: Impact of Teaching Evolution in Tunisia