In this paper I describe an in-class discussion activity aimed at helping elementary education majors in a physical science course think about issues surrounding the inclusion of "Intelligent Design" in public school science standards. I discuss the background instruction given, the content of the activity, and some results from its use in class.

Even though in the early years of the Republic of Turkey Darwin's theory of evolution was treated as a scientific theory and taught fairly in schools, despite all the substantial evidence accumulated supporting the theory of evolution since then, Darwin and his ideas today have been scorned by curriculum and education policy makers. Furthermore,…

An anonymous survey instrument was used for a ten year study to gauge college student attitudes toward evolution. Results indicate that students are most likely to accept evolution as a historical process for change in physical features of non-human organisms. They are less likely to accept evolution as an ongoing process that shapes all traits…

The federal government has repeatedly denied the introduction of creationism into public schools as it is a direct violation of the separation of church and state. Little is known about those who would opt to eliminate evolution in scientific curriculum altogether. The authors examined this more extreme anti-evolution perspective in a nationally…

"Approaches and Strategies in Next Generation Science Learning" examines the challenges involved in the development of modern curriculum models, teaching strategies, and assessments in science education in order to prepare future students in the 21st century economies. This comprehensive collection of research brings together science educators,…

The purpose of the study was to identify and analyze the scientific elements of the creationist position, and to provide information and recommendations to educators facing the question of adding creationism to the science curriculum. The claim that creationism is of equal scientific status with evolution is examined in the first part of the…

An advocate of scientific creationism states arguments for its inclusion in the public school curriculum. (MLF)

A scientist states that creationism may have a place in the schools, but as a theological doctrine, not as a scientific theory. (Author/MLF)

Educational efforts to incorporate ethical decision-making in science classrooms about current science and technology issues have met with great challenges. Some research suggests that the inherent complexity in both the subject matter content and the structure and dynamics of classrooms contribute to this challenge. This study seeks to…

Presents a study in which a questionnaire was given to deans at North American medical schools to determine which aspects of evolutionary biology are included in the curricula and the factors that influence this. Suggests that most future physicians should learn evolutionary biology as undergraduates if they are to learn it at all. (Author/NB)

In this paper I respond to Long's paper in which he uses an ethnographic snapshot of a rally of scientists against the perceived "dumbing down" effect of the new Answers in Genesis Museum in Kentucky to raise educational concerns about the effects of creationist influence on the science curriculum in American schools. In my response I…

Examines the legal status of demands that "scientific creationism" be taught along with evolution in biology classes. (Author)

The physicist Edward Teller once gave an interview to a woman from a popular science magazine. He began the interview by saying, "You have heard many bad things about the Hydrogen Bomb. Now I am going to tell you some nice things about it." In reflecting upon a response to Dr. Randy Moore, the author thought of Teller, seeing his role here in…

Advocates discussing human biological variation and race in science curricula. Explains how biologists use the term "race" and what that implies. (YDS)

Discusses the standards regarding evolution in grades K-12. Lists standards created by some states in response to creationist pressures to obscure or eliminate evolution from their standards. Presents another list of criteria about teaching evolution. (ASK)