Akyol, GülsümTekkaya, CerenSungur, Semra13.07.20192019-07-1613.07.20192019-07-1620121877-0428https://dx.doi.org/10.1016/j.sbspro.2011.12.036https://hdl.handle.net/20.500.12451/27612nd World Conference on Learning, Teaching and Educational Leadership, WCLTA-2011 -- 28 October 2011 through 30 October 2011 -- Istanbul --This study explored pre-service science teachers' understanding and acceptance of evolution and their perceived necessity of introducing evolution into elementary science classes in relation to some socio-demographic variables. A total of 415 pre-service science teachers completed the background characteristics survey, evolution content knowledge test and measure of acceptance of the theory of evolution. Canonical correlation analysis demonstrated that pre-service science teachers with well-educated parents, females, and those with high levels of interest in evolution tended to have higher levels of understanding and acceptance of evolution compared to others. © 2011 Published by Elsevier Ltd.eninfo:eu-repo/semantics/openAccessEvolutionGenderPre-service Science TeachersSocioeconomic StatusConference Object3116717210.1016/j.sbspro.2011.12.036N/A