Abstract/Summary

This study explores the factors that influence the acceptance or rejection of the Big Bang theory and the theory of biological evolution among lifelong learners. Rejection of either theory is problematic as it may restrict learners’ subject choices and may in turn result in exclusion from some learning pathways, with potentially reduced options of employment. Rejection of either theory can occur despite the time that has elapsed since the original theories were proposed and their wider acceptance. The study takes a life history approach and critically examines the biographies of ten participants, establishing the factors that influence their rejection or acceptance of either theory. To select participants the researcher used purposive sampling to establish a correspondence between research questions and sampling, so that individuals who were relevant to the research questions were interviewed. Purposive sampling enabled the researcher to select participants with the goal of identifying information-rich cases, while still achieving a variety and contrast of dimensions, including age, gender, educational background and occupation. The study concludes that individuals are affected by multiple factors that result in them accepting or rejecting either or both theories. The study explores how these findings may contradict other studies which identify religious belief as the driver for rejection. The study proposes an original theory of opinion formation that is specific to both scientific theories and suggests the use of inclusive teaching methods and historical narrative within science lessons, which may assist in explaining to students the story of discovery of each scientific theory, as well as teaching the theory itself. The study also concludes that the rejection of both theories, particularly by older participants, may be linked to past discredited theories, including the Steady State theory and the theory of Panspermia