There is a huge difference between acceptance and belief in terms of recognizing a theory’s validity in which “acceptance” is based on thorough research and logical approach to evidence, whereas “belief” is based on unreasonable standards and personal perceptions (Smith, 1994; Southerland & Sinatra, 2003; Southerland, et. al., 2001). Southerland, et. al., (2001) specifically stated that when teaching evolution, an educator who believes in the reliability of science would better more understand natural selection in the production of species as a part of a much wider framework. However, an educator, who does not believe in the nature of science, perceives that the concept of having a creator behind everything is part of a larger belief system. This means that there is no guarantee that a person with understanding to evolution and the nature of science would be able to accept this as well (Akyol, G., Traynor A., & et. al., 2012).
Studies have shown uncertain results as to the relationship between the understanding and acceptance of evolution (Akyol, G. & et. al., 2012). While other studies (Deniz et al., 2008; Rutledge and Warden, 2000) concluded that there is a positive relationship between understanding and acceptance of evolution, there are also studies stating that there is no significant relationship between the two (e.g., Bishop and Anderson 1990; Sinatra et al. 2003, Nehm, R. & et. al., 2009). Studies which explored the influential variables affecting the relationship between understanding and the acceptance of have concluded that one should have a certain level of knowledge regarding the nature of science to be able to accept evolution (Akyol & et al., 2010; BouJaoude & et al., 2011; Clough, 1994; Dagher and BouJaoude, 2005; Dagher and BouJaoude 1997; Johnson and Peeples, 1987; Kim and Nehm, 2011; Lombrozo & et al., 2008; Rutledge and Warden, 2000).
Randy Trani's (2004) research showed that a large number of teachers in Oregon accept the evolutionary theory with an average score of 85.9 which is positively correlational to the teachers' understanding of evolution. The study also showed that the teacher’s personal belief and perceptions do not necessarily affect how they teach their students because, despite that, they were able to impart their knowledge regarding evolution and the nature of science.
A personal conflict happens in an individual when religion plays its significant role in the acceptance of evolution (Sinclair, Pendarvis, & Baldwin, 1997). But in the study conducted by Nehm R., Kim S.Y, and Sheppard K. (2009) regarding religiosity and conflict, results had shown that personal conflict is significantly associated to the knowledge of evolution and its acceptance more than religiosity alone.
Moreover, in a recent study by Dunk R. and Wiles J. (2018), they have found that there is, even though significant, little relationship between religiosity and the acceptance of evolution. The level of religiosity does not cause a drastic change in the acceptance of evolution which remains consistent with another recent study (Barnes, Elser, & Brownell, 2017). Moreover, the study also found that biological knowledge has a significant relationship in the acceptance of evolution.
A study by Seo H. and Clement P. (2014) was conducted in East Asia, more specifically in South Korea, as an extension of the international research regarding the teacher’s perception and acceptance of evolution associated with religion. In the said country, Catholics and Buddhists are mainly evolutionists. On the other hand, Protestants in this country are more affected by religion. Different aspects have been found during the research on teaching evolution in Korea. Considerable amount of studies confirmed that students are able to understand evolution without any mistaken belief (Ha & Cha, 2007; Jun & Hur, 1989; Lee, Lee, & Lee, 2007; Kang, 2010; Kim & Shin, 2009) due to the efficacy of the educator’s teaching strategy (Jung & Kim, 2009; Jung, Lee & Kim, 2010; Lee, Chung, & Kim, 1994).
Differing to the studies mentioned above, the foremost cause of the insignificant relationship between knowledge and belief concerning evolution is that personal perceptions create a wider impact to an educator’s goal in teaching more than knowledge (Donnelly & Boone, 2006; Jones & Carter, 2007; Asghar et al. 2007; BouJaoude et al. 2011; Sanders and Ngxola 2009). It is also possible that the teacher’s instructional decisions are caused by the school (Asghar et al. 2007), little knowledge regarding evolution (Asghar et al. 2007; BouJaoude et al. 2011; Griffth and Brem 2004; Nadelson and Nadelson 2010; Sanders and Ngxola 2009), and poor technical approach in teaching evolution (Asghar et al. 2007; BouJaoude et al. 2011; Sanders and Ngxola 2009). In a study by Nehm & et. al. (2009) along with studies from 26 other states concluded that almost half of the biology teachers in the United States have preferred that students understand and believe in creationism. Hence, the outstanding conflict between acceptance developed in many years of educational preparation and an individual’s belief is theoretically counterintuitive, however, empirically strong (Akyol, 2012).
Evans (2001) conducted a study wherein he demonstrated that a child’s belief in evolution and creationism came as a result of the community’s belief about the beginning of species. Studies concerning cognitive psychology and science education have concluded that there are difficulty and little understanding of the relationships between acceptance, belief, preference, and knowledge (Smith 1994; Southerland 2000). In a study by Ross Nehm and Irvin Sam Schonfield (2007) which tested the hypotheses of the relationship between knowledge and level of preference, it concluded that teachers who have a significant amount of knowledge regarding evolution still have beliefs different from this.
There is a strong negative relationship between religiosity and the acceptance of evolution, such that as an individual’s level of religiosity increases, the acceptance towards evolution decreases (Sinatra and Nadelson, 2011; Nadelson and Southerland, 2010). Another study was conducted by Nadelson, L. and Heddy B. (2012) and had found that countries who committed to religion and other faith-based beliefs are predicted to reject evolution. Consequently, the study had found that an individual accepts evolution when subjected to proper educational preparation. This was also true to previous findings (Paz-Y-Mino 2009; Susteric 2007).
Higher knowledge towards biological evolution results to a higher acceptance of biological evolution (Nadelson and Southerland, 2010), supporting the idea that a person’s belief causes resistance to understand and accept the evolutionary theory (Rice J., Clough M. & et. al. 2015). Bloom (2007) also stated that when nonscientific principles are in control within the culture of a society, there is higher resistance in understanding and accepting the nature of science.