Analyzes the current evolution/creationism controversy by reviewing court cases and what scientists and educators are doing to prevent creationism from being taught as science or included in school curricula. Includes viewpoints of scientists, educators, and creationists. (JN)

Uses interviews and a written questionnaire to probe students' ideas on the origin of earth and life on earth. A significant number of commonly held misconceptions were prevalent in the sample (N=493). Provides guidelines to assist learners in challenging existing views. Contains 64 references. (DDR)

Reports on a study which was conducted to provide a sample of biology teachers an opportunity to describe their experiences and opinions regarding the controversial issue of evolution and creation as it relates to teaching about the origins of life. Provides the objectives, sample selection, an analysis, and a conclusion. (RT)

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)

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)

Presents the results of two newspaper polls conducted in Kansas concerning the teaching of evolution. Finds that the majority of the state's citizens do think that evolution should be taught in the public schools. (WRM)

In this paper, I describe the action research I conducted in my third-grade science classrooms over the course of two years. In order to gain an understanding of my third-grade students' ideas about animal adaptations and how the teaching of a unit on crayfish influenced these ideas, I used clinical interviews, observations, and written…

Focusing on Judge William R. Overton's decision that Arkansas Law 590 (balanced treatment of creationism/evolution) is unconstitutional, explains the legal significance of some of the apparently nonlegal elements of the judge's opinion and discusses features of the strategies employed in the litigation of such issues. (Author/JN)

Discusses salient characteristics of scientific enterprise including laws (natural regularities), explanation and prediction, testability, confirmation, and falsifiability, tentativeness, and professional integrity. Argues that "creation-science" lacks each of these essential characteristics. (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…

Discusses various legal and scientific issues related to the McLean v. Arkansas 590 (balanced treatment of creationism/evolution), including nature of "creation-science," responses from scientists and lawyers, focus of the plaintiff's case (anticreationism), nature of science, and one example illustrating creationist tendency to use…

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)

Reports results of an 18-item questionnaire mailed to all 730 school board presidents in the state of Ohio. Among the findings are that 52.8% of the presidents thought that "creation science" and 67.3% thought that evolution should be favorably taught in public schools. Only 13.7% thought that creation science was currently taught in…

This book is composed of the following: materials used before and during a conference on evolution education, a proposed agenda for evolution education research, and related recommendations for evolution education research that arose from the conference. Abstracts of seven articles on evolution education, a literature review, and a section…