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In many developing countries it is the teaching of science that provides an alternative view for those who have been socialised into a set of comprehensive cultural and religious beliefs strongly linked with their life in the in the community. This can lead to conflict in the minds of some students. This paper provides data regarding such a conflict, namely the lack of acceptance of the principles of biological evolution, and specifically human evolution, by the majority of a sample of senior secondary science students and trainee teachers in Fiji. As well as examining the nature and extent of acceptance in the sample the authors attempt to explain, at least partially, why this situation exists. They then suggest actions that may lead to a lessening of the conceptual conflict. |
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