The Relationship Between Science Literacy Levels And Religious Belief Among A Sample Of Community College Students

Abstract

The purpose of this study was to quantitatively explore how beliefs regarding creation and evolution are related. To this end, attitude structures, cognitive sociology, creation, evolution, science, status politics and world view are defined and related issues are explored. A questionnaire was administered to 348 North Lake College students. It was found that the controversy regarding creationists negating evolution is educational and political in nature. Implications suggest that a person's religious beliefs, academic understanding of evolution and science, and opinions regarding what can and cannot be taught in the science classroom are indicative of the creation-evolution controversy. Ultimately, this research explains why an education overhaul, political mobilization and public education campaigns are necessary to prevent creation pseudo-scientific claims from dominating U.S. politics, public opinion and the science classroom.