In order for students to understand genetics and evolution, they must first understand the structure of the DNA molecule. The function of DNA proceeds from its unique structure, a structure beautifully adapted for information storage, transcription, translation into amino acid sequences, replication, and time travel. The activity described in this…

Outlines an adaptive framework for the study of plants and their pollinators in which both partners in the ecological relationship are seen as maximizing fitness through efficient use of the other as a resource. Suggests experimental projects to examine the validity of these assumptions giving an evolutionary emphasis. (Author/CW)

Discusses various developments in both science and theology following the work of Charles Darwin on evolution. Differentiates between the facts regarding evolution and the theory of natural selection as a mechanism for evolutionary change. Warns that the differences between facts and theory have not been adequately emphasized by scientists. (TW)

Suggests that earth scientists become active in the creationist debate by making sure that the religious concept creationism is not taught in schools and that well-based, informative material about organic evolution, earth's age, and nature of stratigraphic record are employed by science teachers. (Author/JN)

Discusses the nature and consequences of organisms' adaptation to new environments, including examples of adaptation and tolerance, aliens, adventives and invaders, vacant niches, arrival and fate of an adventure, hybridization with native organisms, and invasion without introduction by humans. (DS)

Explains a new approach by creationists to pass state legislation which supports their philosophy yet sidesteps the issue of separation of church and state by avoiding direct mention of God, the Bible, or Divine Creation. Warns of the ramifications of such legislation to science education and general education. (DC)

Debates the issue of evolution v creationism, focusing on evolution as fact or theory. Concludes that eminent scientific authorities consider evolution a fact and demonstrates that, in spite of this, writers of college and secondary textbooks refer to evolution as theory. Supports teaching of evolution, not creationism, in science classes. (DC)

Reviews the activities of the New Christian Right (NCR) related to teaching evolution in the public schools. Describes the effects of legislation and court litigation on the NCR's efforts to eliminate secular humanism from textbooks. Provides an NCR definition of secular humanism. (LS)

Many science teachers recognize that teaching aspects of the history of science helps students learn science content and the nature of science (NOS). The use of history can potentially humanize science, help students refine their critical thinking skills, promote a deeper understanding of scientific concepts, and address common student…

Ten computer simulations for the Apple II are described. Subject areas of programs include: population dynamics, plant competition, enzyme kinetics, evolution and natural selection, genetic mapping, ammonia synthesis, reaction kinetics, wave interference/diffraction, satellite orbits, and particle scattering. (JN)

Examines "creation-science" under First Amendment's Establishment Clause, focusing on whether creationist claims were developed through scientific discourse or prepared to advance religious conclusions. Considers whether religious criteria govern selection/organization/interpretation of data and if body of information is intended to encourage…

Presents and analyzes a bill modeled after Arkansas 590 (balanced treatment of creationism/evolution). Cites wording from the original bill and modifications in the new bill. Indicates that most of the substantial differences are found in the "Definitions" section. (JN)

Reports on the Balanced Treatment for Creation-Science and Evolution-Science Act requiring that "creation science" and evolution receive "balanced treatment" in classroom lectures, textbooks, library materials used, science and humanities, and other educational materials or programs in Louisiana public schools. (JN)

Updates information pertaining to the ongoing court case in Arkansas in which the American Civil Liberties Union contends that the "Balanced Treatment for Creation-Science and Evolution-Science Act" is unconstitutional. Summarizes issues from both sides. (DC)

This hypothesis-driven laboratory exercise teaches how DNA evidence can be used to investigate an organism's evolutionary history while providing practical modeling of the fundamental processes of gene transcription and translation. We used an inquiry-based approach to construct a laboratory around a nontrivial, open-ended evolutionary question…