Discusses three examples of evolutionary transition in the vertebrate fossil record, considering evolutionary transitions at the species level. Uses archaic squirrel-like Paleocine primates, the earliest primates of modern aspect, as examples. Also reviews new evidence on the origin of whales and their transition from land to sea. (JN)

Discusses the nature of the movement to include scientific creationism in the school curriculum and science textbooks, explains the extent of scientists' acceptance of evolution, and describes actions being taken to counteract creationist efforts in an organized and effective manner. (PGD)

Some of the testimony of the scientists supporting creation science in the creationism trial in Little Rock, Arkansas, is reported. (PB)

Reports survey results which questioned biology teachers concerning evolution. Data from the surveys suggest that a majority of biology teachers moderately stress evolution and that most have worked out an effective accommodation between their teaching responsibilities, their own philosophy, and the mores of the community. (KO)

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…

The two general concepts of how living organisms originated are defined: namely, common ancestry evolution and the abrupt appearance of completed organisms on earth. The fossil record is examined from the deepest first fossil-bearing rocks to the top of the geologic column. Evidence obtained from fossil museums is presented so students can…

Suggests instructional strategies for biology teachers confronted with creationism in the classroom and ways of dealing with the literal view of the public regarding the Bible. Supporting documentation (such as Christian ideas supporting scientific spirit and inquiry and definitions of the earth) is included in appendices. (JN)

To test the literal biblical account of Noah's flood, four sources of possible flood waters were evaluated to determine if a natural (as opposed to supernatural) explanation is possible. Sources include rain, hydrothermal springs, and two types of cometary impact. Thermodynamic constraints preclude a natural means of accounting for the flood.…

An alphabetical list of 44 references (books and articles) on various aspects of creationism, creationism-evolution controversy, and Darwinism is presented. (JN)

Describes and discusses an epistemological approach to the education of science teachers that emphasizes similarities in knowledge and modes of acquiring knowledge among children, scientists in their historical contexts, and student teachers. (ZWH)

Presents a unit on evolution and creation theories in which students explore the legal issues surrounding the teaching of evolution and creation in biology. Students write preliminary essays, study conflict resolution techniques, and conduct a moot trial of the Scopes case of 1925. A course outline is provided. (MDH)

Based on the premise that knowledge of evolutionary theory is essential for understanding the natural world, this document was designed to assist science teachers and others as they consider the issues that influence the teaching of evolution. The position is taken that there is no conflict between data and sound theories based on science and…

This paper, presented at the annual meeting of the National Association of Biology Teachers, is focused on legal and judicial problems in mandating equal time for creationism. Past events provide evidence that legislation, policies, and local resolutions that require science textbooks and curricula to include the Genesis account of creation are…

State and Supreme Court litigation perpetuates the controversy over the role of creationism in the science classroom, and surveys reveal that many Americans continue to doubt the scientific validity of evolution theory and believe in equal classroom time for creationism. (MSE)

As the United States became urban, industrialized and heterogeneous a century ago, politically powerful groups decided state laws must mandate their values in public schools. This article describes three crusades: for temperance instruction, for compulsory Bible reading and the banning of Darwin, and for patriotic rituals and Americanization. (MT)