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Despite the overwhelming agreement among scientists regarding the fundamental importance of evolution to all areas of biology, a lack of evolution understanding and acceptance has been reported in studies of students, educators, and members of society. In the present study, we investigate and report evolution acceptance in a population of undergraduate health sciences students enrolled in a first-year foundational biology course. Two published instruments—The Measure of Acceptance of the Theory of Evolution (MATE) and the Generalized Acceptance of Evolution Evaluation (GAENE)—were used to quantify evolution acceptance. A confirmatory factor analysis (CFA) was performed on both instruments to test whether the items measured the underlying construct sufficiently. Additionally, Rasch scaling was used to investigate fit between the data and the measurement model, and to determine if the MATE should be treated as a unidimensional or bidimensional instrument. Using correlation and regression analysis, we examined the relationships between the two measures of evolution acceptance, and between measures of evolution acceptance with other student variables of interest.

Investigating undergraduate health sciences students’ acceptance of evolution using MATE and GAENE