Acevedo-Díaz, J. A., & García-Carmona, A. (2016). «Algo antiguo, algo nuevo, algo prestado». Tendencias sobre la naturaleza de la ciencia en la educación científica. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 13(1), 3-19. http://hdl.handle.net/10498/18010
Allmon, W. D. (2011). Why don’t people think evolution is true? Implications for teaching, in and out of the classroom. Evolution: Education and Outreach, 4, 648-665. https://doi.org/10.1007/s12052-011-0371-0
American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. American Educational Research Association.
Aquino-Núñez, M. E. (1994). Desarrollo y validación de una escala para medir el conocimiento de los maestros de ciencia en Puerto Rico sobre naturaleza de la ciencia y el conocimiento científico [Unpublished doctoral dissertation]. Universidad de Puerto Rico, Recinto de Río Piedras.
Barnes, M. E., Dunlop, H. M., Holt, E. A., Zheng, Y., & Brownell, S. E. (2019). Different evolution acceptance instruments lead to different research findings. Evolution: Education and Outreach, 12(4), 1-17. https://doi.org/10.1186/s12052-019-0096-z
Barnes, M. E., Dunlop, H. M., Sinatra, G. M., Hendrix, T. M., Zheng, Y., & Brownell, S. E. (2020a). “Accepting evolution means you can’t believe in god”: Atheistic perceptions of evolution among college biology students. CBE—Life Sciences Education, 19(2), ar21. https://doi.org/10.1187/cbe.19-05-0106
Barnes, M. E., Supriya, K., Dunlop, H. M., Hendrix, T. M., Sinatra, G. M., & Brownell, S. E. (2020b). Relationships between the religious backgrounds and evolution acceptance of Black and Hispanic biology students. CBE—Life Sciences Education, 19(4), ar59. https://doi.org/10.1187/cbe.19-10-0197
Barnes, M. E., Supriya, K., Zheng, Y., Roberts, J. A., & Brownell, S. E. (2021). A new measure of students’ perceived conflict between evolution and religion (PCoRE) is a stronger predictor of evolution acceptance than understanding or religiosity. CBE—Life Sciences Education, 20(3), 1-16. https://doi.org/10.1187/cbe.21-02-0024
Barnes, M. E., Werner, R., & Brownell, S. E. (2020c). Differential impacts of religious cultural competence on students’ perceived conflict with evolution at an evangelical university. The American Biology Teacher, 82(2), 93-101.https://doi.org/10.1525/abt.2020.82.2.93
Berti, A. E., Barbetta, V., & Toneatti, L. (2017). Third-graders’ conceptions about the origin of species before and after instruction: An exploratory study. International Journal of Science and Mathematics Education, 15, 215–232. https://doi.org/10.1007/s10763-015-9679-5
Bunge, M. (1981). La ciencia: Su método y su filosofía. Siglo XX.
Carter, B. E., & Wiles, J. R. (2014). Scientific consensus and social controversy: Exploring relationships between students’ conceptions of the nature of science, biological evolution, and global climate change. Evolution: Education and Outreach, 7(6), 1–11. https://doi.org/10.1186/s12052-014-0006-3
Chalmers, A. (1997). ¿La ciencia y cómo se elabora? (3rd ed.). Siglo XXI Editores.
Chalmers, A. (2015). ¿Qué es esa cosa llamada ciencia? (4th ed.). Siglo XXI de España Editores, S.A.
Creswell, J. W., & Plano-Clark, V. L. (2017). Designing and conducting mixed methods research (3rd ed.). SAGE Publications, Inc.
Darwin, C. (2001). El origen de las especies: Por medio de la selección natural o conservación de las razas en su lucha por la existencia (E. Martínez, Trans.). ERREPAR, S. A. (Original work published 1859).
Delgado-Marrero, G. A. (2016). Estudio de caso de las concepciones de estudiantes universitarios sobre mutación, selección natural y adaptación (Publication No. 10254175) [Doctoral dissertation, Universidad de Puerto Rico, Recinto de Río Piedras]. ProQuest Dissertations & Theses Global.
Deniz, H., & Sahin, E. A. (2016). Exploring the factors related to acceptance of evolutionary theory among Turkish preservice biology teachers and the relationship between acceptance and teaching preference. Electronic Journal for Research in Science & Mathematics Education, 20(4), 21-43.
Field, A. (2013). Discovering statistics using SPSS (4th ed.). SAGE Publications, Inc.
Figueroa-Molina, R. (1998). Concepciones de los estudiantes de primer año universitario sobre la naturaleza de la ciencia-conocimiento científico desde las perspectivas epistemológicas empirista positivista y constructivista [Unpublished doctoral dissertation]. Universidad de Puerto Rico, Recinto de Río Piedras.
Fouad, K. E. (2018). Pedagogical implications of American Muslims’ views on evolution. In H. Deniz & L. Borgerding (Eds.), Evolution education around the globe (pp. 15-39). Springer. https://doi.org/10.1007/978-3-319-90939-4_2
Fowler, F. J., Jr. (2009). Survey research methods (4th ed.). SAGE Publications, Inc.
George, D., & Mallery, P. (2019). IBM SPSS statistics 25 step by step: A simple guide and reference (15th ed.). Taylor & Francis.
Gliem, J. A., & Gliem, R. R. (2003, October 8-10). Calculating, interpreting and reporting Cronbach’s alpha reliability coefficient for Likert-type scales [Conference paper]. Midwest Research to Practice Conference in Adult, Continuing, and Community Education, Columbus, OH, United States. https://scholarworks.iupui.edu/bitstream/handle/1805/344/Gliem%20%26%20Gliem.pdf?sequence=1&isAllowed=y
Hameed, S. (2008). Bracing for Islamic creationism. Science, 322(5908), 1637-1638. https://www.science.org/doi/10.1126/science.1163672
Hurd, P. (1975). Science, technology, and society: New goals for interdisciplinary science teaching. Science Teacher, 42(2), 27-30.
Lindsay, J., Arok, A., Bybee, S. M., Cho, W., Maskiewicz Cordero, A., Ferguson, D. G., Galante, L. L., Gill, R., Mann, M., Peck, S. L., Shively, C. L., Stark, M. R., Stowers, J. A., Tenneson, M., Tolman, E. R., Wayment, T., & Jensen, J. L. (2019). Using a reconciliation module leads to large gains in evolution acceptance. CBE-Life Sciences Education, 18(4), ar58. https://doi.org/10.1187/cbe.19-04-0080
Likert, R. (1932). A technique for the measurement of attitudes. Archives of Psychology, 22(140), 5-55.
Masci, D. (2019, February 11). For Darwin Day, 6 facts about the evolution debate. Pew Research Center. https://www.pewresearch.org/fact-tank/2019/02/11/darwin-day/
McComas, W. F. (2004). Keys to teaching the nature of science. The Science Teacher, 71(9), 24-27.
Miller, J. D., Scott, E. C., Ackerman, M. S., Laspra, B., Branch, G., Polino, C., & Huffaker, J. (2022). Public acceptance of evolution in the United States, 1985-2020. Public Understanding of Science, 31(2), 223-238. https://doi.org/10.1177/09636625211035919
Morales-Ramos, E. M. (2016). Concepciones y concepciones alternativas de estudiantes universitarios/as de biología y futuros maestros/as de ciencia de escuela secundaria sobre la teoría de evolución biológica por selección natural (Publication No. 10116945 [Doctoral dissertation, Universidad de Puerto Rico, Recinto de Río Piedras]. ProQuest Dissertations & Theses Global.
National Academies. (2023). Science and religion. https://www.nationalacademies.org/evolution/science-and-religion
Nehm, R. H., & Schonfeld, I. S. (2007). Does increasing biology teacher knowledge of evolution and the nature of science lead to greater preference for the teaching of evolution in schools? Journal of Science Teacher Education, 18(5), 699-723. https://doi.org/10.1007/s10972-007-9062-7
Nelson, C. E., Scharmann, L. C., Beard, J., & Flammer, L. I. (2019). The nature of science as a foundation for fostering a better understanding of evolution. Evolution: Education and Outreach, 12(6), 1-16. https://doi.org/10.1186/s12052-019-0100-7
Nieves-Viera, M. (2013). Desarrollo y validación de un cuestionario para auscultar las concepciones epistemológicas sobre la naturaleza de la ciencia, el conocimiento científico y el quehacer científico en estudiantes en formación magisterial y estudiantes de ciencias naturales [Unpublished doctoral dissertation]. Universidad de Puerto Rico, Recinto de Río Piedras.
Peñaloza, G., El-Hani, C. N., & Mosquera-Suárez, C. J. (2021). Between scientific ideas and Christian religious beliefs. Science & Education, 30, 931-965. https://doi.org/10.1007/s11191-021-00218-x
Pérez, G. M., Gómez-Galindo, A. A., & González-Galli, L. (2018). Enseñanza de la evolución: Fundamentos para el diseño de una propuesta didáctica basada en la modelización y la metacognición sobre los obstáculos epistemológicos. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 15(2), 2102. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2018.v15.i2.2102
Pett, M. A., Lackey, N. R., & Sullivan, J. J. (2003). Making sense of factor analysis: The use of factor analysis for instrument development in health care research. SAGE Publications, Inc.
Plutzer, E., Branch, G., & Reid, A. (2020). Teaching evolution in U.S. public schools: A continuing challenge. Evolution: Education and Outreach, 13(14). https://doi.org/10.1186/s12052-020-00126-8
Reiss, M. J. (2019). Evolution education: Treating evolution as a sensitive rather than a controversial issue. Ethics and Education, 14(3), 351-366. https://doi.org/10.1080/17449642.2019.1617391
Rivas, M. L., & González-García, F. (2016). ¿Comprenden y aceptan los estudiantes la evolución? Un estudio en bachillerato y universidad. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 13(2), 248-263. http://hdl.handle.net/10498/18287
Román, V., & Cappozzo, L. (2010). Darwin 2.0: La teoría de la evolución en el siglo XXI. Editorial Marea SRL.
Rutledge, M. L., & Sadler, K. C. (2007). Reliability of the measure of acceptance of the theory of evolution (MATE) instrument with university students. The American Biology Teacher, 69(6), 332–335. https://doi.org/10.2307/4452173
Sbeglia, G. C., & Nehm, R. H. (2020). Illuminating the complexities of conflict with evolution: Validation of the scales of evolutionary conflict measure (SECM). Evolution: Education and Outreach, 13(23), 1–22. https://doi.org/10.1186/s12052-020-00137-5
Sharmann, L. C. (2018). Evolution and nature of science instruction. Evolution: Education and Outreach, 11(14), 1-9. https://doi.org/10.1186/s12052-018-0088-4
Silva, H. M., & Mortimer, E. F. (2020). Teachers’ conceptions about the origin of humans in the context of three Latin American countries with different forms and degrees of secularism. Science & Education, 29, 691–711.https://doi.org/10.1007/s11191-020-00124-8
Soto-Sonera, J. (2006). Implicaciones educativas de las creencias religiosas de los docentes de ciencia en la enseñanza del tema “evolución biológica”: Un estudio de caso (Publication No. 3218122) [Doctoral dissertation, Universidad de Puerto Rico, Recinto de Río Piedras]. ProQuest Dissertations & Theses Global.
Soto-Sonera, J. (2009). Influencia de las creencias religiosas en los docentes de ciencia sobre la teoría de la evolución biológica y su didáctica. Revista Mexicana de Investigación Educativa, 14(41), 515-538. https://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S1405-66662009000200008
Tashakkori, A., Johnson, R. B., & Teddlie, C. (2020). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences (2nd ed.). SAGE Publications, Inc.
Tibell, L. A. E., & Harms, U. (2017). Biological principles and threshold concepts for understanding natural selection. Science & Education, 26, 953-973. https://doi.org/10.1007/s11191-017-9935-x
Tolman, E. R., Ferguson, D. G., Mann, M., Cordero, A. M., & Jensen, J. L. (2020). Reconciling evolution: Evidence from a biology and theology course. Evolution: Education and Outreach, 13(19), 1-8. https://doi.org/10.1186/s12052-020-00133-9
Tourangeau, R., Rips, L. J., & Rasinski, K. (2000). The psychology of survey response. Cambridge University Press.
Vázquez-Alonso, A., & Manassero-Mas, M. A. (2012). La selección de contenidos para enseñar naturaleza de la ciencia y tecnología (parte 1): Revisión de las aportaciones de la investigación didáctica. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 9(1), 2-31. http://hdl.handle.net/10498/14621
Weisberg, D. S., Landrum, A. R., Metz, S. E., & Weisberg, M. (2018). No missing link: Knowledge predicts acceptance of evolution in the United States. BioScience, 68(3), 212-222. https://doi.org/10.1093/biosci/bix161
