In many developing countries it is the teaching of science that provides an alternative view for those who have been socialised into a set of comprehensive cultural and religious beliefs strongly linked with their life in the in the community. This can lead to conflict in the minds of some students. This paper provides data regarding such a conflict, namely the lack of acceptance of the principles of biological evolution, and specifically human evolution, by the majority of a sample of senior secondary science students and trainee teachers in Fiji. As well as examining the nature and extent of acceptance in the sample the authors attempt to explain, at least partially, why this situation exists. They then suggest actions that may lead to a lessening of the conceptual conflict.

Prior to 1970, students at the junior secondary level in Fiji studied physics, chemistry and biology based on syllabuses modelled on the content of British textbooks. However, this did not mean that all students had access to all science subjects. According to Muralidhar (1989) only the 'bright' students had this opportunity. Thus, it was not uncommon for students to leave school without any exposure to science subjects. Furthermore, the prescriptions were academically oriented, mainly geared to the minority who went on to upper secondary and tertiary studies.

Seventy Fijian Plant species were analysed for their pollen viability. The method used was the acetocarmine staining method. This method is quite comparable with other methods like flow cytometry reactivity or in vitro germiriation of pollen on agar-nutrient media. Most of the species studied had a very high pollen viability percentage (>80%). Sixteen species showed below 80% pollen viability with two less than 50%. The information may be quite useful to floriculturists, agronomists and plant breeders engaged in commercial growing and cultivation of these species.