The theory of evolution is the backbone of the biological sciences. Arguably, this is the reason why evolution education is an extensively investigated issue in several countries around the world. Little is known, however, about the views of university students in Colombia. Here, we report on 7 years of data generated by a three-question anonymous…

A major research thrust in science, technology, engineering, and mathematics (STEM) education is focused on how to retain students as STEM majors. The accumulation of seemingly insignificant negative experiences in STEM classes can, over time, lead STEM students to have a low sense of belonging in their disciplines, and this can lead to lower…

Evolution is a core concept of biology, and yet many college biology students do not accept evolution because of their religious beliefs. However, we do not currently know how instructors perceive their role in helping students accept evolution or how they address the perceived conflict between religion and evolution when they teach evolution.…

A "threshold concept" is a challenging concept that acts as a doorway leading to deeper understanding and a dramatic shift in perception. A learner that is involved in grasping a threshold concept is said to be undergoing a threshold experience within a "liminal space" or learning environment. We used the blog as a liminal…

Students whose high school biology course included evolution but not creationism knew more about evolution when they entered college than did students whose courses included evolution plus creationism or whose courses included neither evolution nor creationism. Similarly, students who believed that their high school biology classes were the…

According to reports from 1,441 undergraduate students at a large, public American university, most high-school biology teachers teach evolution. Approximately 25% of students who attended public schools report that their biology teachers also taught creationism, despite the fact that doing so is unconstitutional. When biology teachers teach…

Examines various aspects of and issues related to falsifiability, a standard criterion for identifying true scientific systems. Also proposes a simple new standard for evaluating a scientific theory. (JN)

A nine-item questionnaire was used to survey 2,387 Ohio State University students in 10 courses about their views on the creation/evolution controversy, especially their acceptance of the concept of Darwinian evolution and on the concept of equal time for "creation science." Results and implications for biology education are presented.…

The author points out that two models of creation and evolution designed to explain life forms are equally competent and one is not less scientific than the other. Both of the models should be included in school curriculum. (PS)

The present conflict between creationists and evolutionists may appear to be focused on demanding equal time in school curriculum, but an attack may be made in the future on the scientific method itself. Stronger arguments should be made against creationists' viewpoint to uphold the rationale of scientific scrutiny before accepting a belief as…

Theory of evolution is not fact but is a scientific theory based on numerous pieces of concrete evidence. The only way to disprove this theory is to show evidence against it. The creationist view cannot be accepted in the light of new knowledge in molecular biology and other fields. (PS)

Creationists claim that human footprints coexist with those of dinosaurs in Cretaceous limestone exposed in the Paluxy riverbed near Glen Rose, Texas. Analysis of photos shows that the features in question are not human footprints and that creationist documentation/analysis of the prints is riddled with omissions, misrepresentations,…

Discusses what is scientific theory and religious belief, who decides this, and how these issues affect views on whether creationism and evolution are scientific and should be taught in schools. Argues that only evolution qualifies as scientific theory (and should be taught) and that students should distinguish between religious/scientific…

Discusses a 20-year period in British geology (1820-1840), focusing on a theory proposed by Reverend William Buckland in his "reliquiae diluvianae of Relics of the Flood." Indicates that this flood theory, the centerpiece of modern creationism, was disproved by professional clergymen who were also geologists, scientists, and…

Presents a letter responding to an article on the theological basis for a Judeo-Christian position on creationism. Also presents the author's response to the letter, examining such issues as the general lack of understanding by creationists of the nature of both science and modern biblical criticism. (JN)