Addresses philosophical problems of the evolution/creationism debate (including underlying assumptions of creationism and nature of science), suggesting that creationism cannot be presented as science in science courses because it fails to qualify as a science. Prediction and explanation, absolute creationism, and a fundamental difficulty in…

Discusses: (1) the theology of creation (religion); (2) evolution (science); and (3) scientific creationism (religious doctrine and pseudoscience). Points out that contrary to its claim, the latter is a sectarian religious doctrine in the guise of science demanding to be taught in the classroom "as a science." (JN)

Examined Australian medical school students' (N=150) conceptual frameworks and reasoning patterns related to natural selection. Results indicate that the majority believed that evolutionary changes occur as a result of need. Implications related to student learning and to science and medical education are considered. (JN)

Examines the content and methodology of the teaching of human evolution in the schools of the People's Republic of China. Reviews the aims and goals of science teaching and their effects on the teaching of evolution. Emphasizes evolution, compatibility with China's political doctrines, and includes illustrations of instructional materials. (ML)

Analysis of subtopics of evolution in 22 high school biology textbooks shows a mean of 12 percent of total text devoted to evolution, with a decrease in attention from 1963 to 1983. Various text examples are presented to support the discussion, and implications for science teaching are addressed. (DH)

Explores the issue of the consistency of use of students' conceptions across different tasks which probed understandings of aspects of pressure, heat, and biological evolution. Findings indicate that children have alternative frameworks for all investigated areas. (ML)