Role models, compatibility, and knowledge lead to increased evolution acceptance.

Background: Evolution acceptance is still low in the United States, especially among religious students. Due to low acceptance, researchers have used a wide variety of methods to increase evolution acceptance. Six culturally competent methods for teaching evolution to religious students have been identified, this manuscript looks specifically at the method of reconciliation between religion and evolution. The reconciliation module has been shown to effectively increase evolution acceptance while allowing students to maintain their religious views. However, we lack an understanding of why this method is effective. We measure evolution acceptance and religiosity at eight religiously affiliated institutions in the United States to again measure the effects of a reconciliation model in biology classrooms. This manuscript also attempts to address classroom influences that allowed students to reconcile evolution with their religious beliefs.

Results: Of the eight schools that participated, there were no statistically significant decreases in the religiosity of the students over the semester. Five of the eight institutions had statistically significant increases in their evolution acceptance scores over the semester. We identified three major influences students mentioned as reasons for change towards evolution acceptance: the presence of a role model, discussions on religion and science compatibility, and learning about evolution.

Conclusions: We identified influential practices instructors could integrate into their classrooms to help students better incorporate evolution into their personal views. Having a role model and talking about compatibility between religion and evolution are influential in changing students' views about evolution. Learning the mechanisms of the theory of evolution is also important in changing students' views about evolution and might be more impactful when used in conjunction with a role model or a compatibility discussion.

Supplementary Information: The online version contains supplementary material available at 10.1186/s12052-021-00155-x.