This study explores pre-service elementary school teachers' understandings of evolutionary science and their feelings and concerns about teaching evolution in Canadian elementary schools. Data were collected through a questionnaire and semi-structured interviews. Most participants reported acceptance of evolution as a scientifically factual phenomenon, and almost three quarters of those who accepted evolution reported that they intend to include biological evolution in their elementary science teaching. A landscape of sensitivities related to participants' decisions about teaching evolution emerged, including concerns regarding the religious beliefs of students and their parents, the pre-service teachers' inadequate understanding of evolutionary science, and their lack of knowledge of related pedagogical techniques. This study calls for more effective training of future teachers in evolutionary science and for teachers to be professionally prepared to deal with potential social challenges and pressures regarding the teaching of evolution in elementary schools.

Background: This study seeks to explore the intersections among religion, science and education in Muslim teachers’ science classrooms in diverse contexts. Specifically, it examines the ways in which the scientific theory of evolution is understood by Muslim high school science teachers in light of their theological beliefs about creation. Methods: Data were collected from 25 high school science teachers from various schools in Canada and Pakistan. Qualitative interviews and focus group discussions were conducted to probe participants' perceptions of evolution in relation to their religious beliefs and how they address the evolution/creation controversy in teaching. Results: Canadian and Pakistani Muslim science teachers mostly accepted evolution of living beings except human beings because human evolution contradicts their Islamic beliefs. Canadian and Pakistani science teachers mostly lacked a clear understanding of biological evolution and most were in favor of teaching both the religious and scientific perspectives in their science courses. Conclusion: This study has implications for teacher development and science education. Better training opportunities are needed for Muslim science teachers to support them to develop sophisticated content and pedagogical knowledge about evolution