English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Fostering pre-service teachers’ acceptance of evolutionary theory and their preference for its teaching implies knowledge of the factors which influence both constructs. This study aims to explore how cognitive (knowledge of evolution), affective (attitude towards religion and science, scientism, and creationism), and contextual factors (age, gender, parents’ educational qualification, semester, teacher education program) are related to acceptance and preference. Furthermore, the study aims at exploring the relationship between acceptance and preference.

Pre-service biology teachers’ acceptance of evolutionary theory and their preference for its teaching