Abstract:
One of the major causes of the problems affecting evolution education is a lack of acceptance of this
concept, particularly by some people who have strongly entrenched religious beliefs. This paper reports
on a section of a study which explored the influence of the beliefs of learners in some secondary schools
from the Vhembe District in the northern Limpopo Province, South Africa, on the teaching and learning
of biological evolution. A questionnaire was administered to Grade 12 learners studying life sciences to
which 348 responded. Data were analysed to provide descriptive and inferential data for analysis. Findings
indicated moderate acceptance of evolution by the learners. Some of the factors which showed an
association with learners’ acceptance included: learners’ religious beliefs, age and the time since they
had first heard of evolution. Although some learners experienced conflict between their religious beliefs
and evolution, the findings showed that most were willing to learn about it.
