Call for Papers: Evolution Education in Europe
Evolution by natural selection is one of the most powerful and significant theories in the history of science (Dawkins, 2009), representing a unifying paradigm within which everything in biology makes sense (Dobzhansky, 1973). Despite the simplicity of the core idea of Darwin’s theory of evolution by natural selection, as described in On the Origin of Species (Darwin, 1859), misunderstandings about evolution abound among students and teachers from different cultural contexts, as well as in textbooks. A wide range of variables impact the learning of evolution, including beliefs, religiosity, educational backgrounds, curricular emphasis on evolution, knowledge and understanding of the nature of science, etc. Without knowledge of evolution by natural selection, it is impossible for students to understand how or why organisms have come to exhibit their diversity and complexity, and for them to develop acceptance of evolution as valid within science.
Science classrooms remain one of the few arenas where evolution education can take place. The question of how a teacher can effectively teach evolutionary ideas and deal with the controversial aspects of evolution is relevant to evolution education. There is an ongoing need to pursue this area of research in Europe, in order to properly address the diversity of Europe’s socio-cultural contexts.
The lack of understanding of evolution and the consequent deficit in the ability to effectively teach and learn the topic and address problems concerning the acceptance of evolution as the main unifying paradigm in biology, as well as the fact that many people believe evolution contradicts their beliefs, are the main triggers for this focus issue.
Theoretical and empirical articles are therefore welcome for this issue, in order to contribute to new insights with regard to developing evolution education. Specifically, cross-cultural articles are encouraged addressing the following topics:
- students’ and teachers’ understanding of evolution with natural selection;
- studies focused on variables that impact the learning of evolution (e.g., beliefs, attitudes, the nature of science, religiosity, educational backgrounds);
- the role of curricula and school textbooks in evolution education;
- the role of initial teacher education in developing a strong knowledge of evolution and the legal issues associated with teaching evolution;
- effective teaching and learning approaches in evolution education.
Darwin, C. (1859). The origin of species and the descent of man. New York, NY: Modern library.
Dawkins, R. (2009). The greatest show on earth: The evidence for evolution. New York, NY: Simon and Schuster.
Dobzhansky, T. (1973). Nothing in biology makes sense except in light of evolution. The American Biology Teacher, 35(3), 127–129.
Article submission timeline:
30 September 2021: submission of paper title and abstract with up to five keywords [250 words max.]
30 June 2022: paper submission [between 5,000 and 7,000 words]
March 2023: publication of the focus issue of the CEPS Journal
Please send the abstract to email@example.com clearly stating the title of the focus issue.
Manuscripts should be from 5,000 to 7,000 words long, including the abstract and reference list. They should be written in UK English. Submissions should be no more than 20 pages in length, and should be original and unpublished work not currently under review by another journal or publisher.
When preparing the manuscript, please follow our guidelines, which are available here: