Acceptance of human evolution seems to be the majority position for the U.S. population; however, acceptance of evolution among conservative Christian groups is low, sometimes below 50%. There are many different reasons for this low acceptance, leading to a significant disconnect between scientific specialists and the general population. This study examined students in an introductory biology class at a large public university. Semistructured in-person interviews were conducted to better understand students’ belief in evolution, or their lack thereof.

Acceptance of human evolution seems to be the majority position for the U.S. population; however, acceptance of evolution among conservative Christian groups is low, sometimes below 50%. There are many different reasons for this low acceptance, leading to a significant disconnect between scientific specialists and the general population. This study examined students in an introductory biology class at a large public university. Semistructured in-person interviews were conducted to better understand students’ belief in evolution, or their lack thereof.

Within the context of higher education, the disciplines of science and filmmaking appear disparate, but the importance of storytelling as an integral part of science and research deserves closer examination. Humans have always used stories to share information and convey complex ideas. To those outside science, science communications can be laden with difficult terms and feel exclusive and unrelatable. There has been a recent call to develop science storytelling skills to improve accessibility of science for a general audience.

Within the context of higher education, the disciplines of science and filmmaking appear disparate, but the importance of storytelling as an integral part of science and research deserves closer examination. Humans have always used stories to share information and convey complex ideas. To those outside science, science communications can be laden with difficult terms and feel exclusive and unrelatable. There has been a recent call to develop science storytelling skills to improve accessibility of science for a general audience.

Volume 60, Number 1

Joyful Science

This school year, let’s find ways to make learning joyful. When I think of joyful learning, I do not think only about the development of lifelong learners ready to ask questions, who actively dive into an inquiry, but I also see children who exhibit curiosity and inquisitiveness and are actively having fun.

Volume 60, Number 1

Joyful Science

This school year, let’s find ways to make learning joyful. When I think of joyful learning, I do not think only about the development of lifelong learners ready to ask questions, who actively dive into an inquiry, but I also see children who exhibit curiosity and inquisitiveness and are actively having fun.

Volume 60, Number 1

Joyful Science

This school year, let’s find ways to make learning joyful. When I think of joyful learning, I do not think only about the development of lifelong learners ready to ask questions, who actively dive into an inquiry, but I also see children who exhibit curiosity and inquisitiveness and are actively having fun.