We investigated second and third graders' capacity to understand microevolution, given a learning progression leveraging intuitions to build more adequate explanations, problematizing core ideas within scientific practices, and in-depth study of a single domain (botany or animal behavior). The intervention was implemented in both researcher-taught…

The "Next Generation Science Standards" ("NGSS") challenge prevalent beliefs that young children are "not ready" to understand natural selection, introducing core aspects in grades 1, 2, and 3 (NGSS Lead States 2013). The authors' research and teaching team engaged in a multiyear project to understand how early grades…

Despite the pressures on education and educators today -- seemingly from all sides -- science teachers provide critically important opportunities for students to develop the scientific knowledge and skills they will need as adults. This preparation empowers them to make well-informed decisions as citizens, as well as to use this knowledge as a…

Using the life sciences, this article first reviews essential features of the "NRC Framework for K-12 Science Education" that provided a foundation for the new standards. Second, the article describes the important features of life science standards for elementary, middle, and high school levels. Special attention is paid to the teaching…

This study investigated the relations among preservice elementary teachers' ideas about evolution, their understanding of basic science concepts and college science coursework. Forty-two percent of 240 participants did not accept the theory of human evolution, but held inconsistent ideas about related topics, such as co-existence of humans and…

Although the core work of science is oriented toward constructing, revising, applying, and defending models of the natural world, models appear only rarely in school science, and usually only as illustrations, rather than theory building tools. We describe the rationale and structure for a learning progression to understand the development of…

Many science education standards mandate teaching evolution concepts in the K-8 curriculum. Yet, not all K-8 certified educators embrace the notion of teaching evolution content Factors influencing K-8 teacher engagement with evolution curriculum include evolution familiarity and personal beliefs conflicts. With this in mind, we investigated the…

The impulse to investigate the natural world is deeply rooted in our earliest childhood experiences. This notion has long guided researchers to uncover the cognitive mechanisms underlying the development of scientific reasoning in children. Until recently, however, research in cognitive development and education followed largely independent…

"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 authors express their concerns about attempts (completed and anticipated) to censor science content in textbooks and provide examples of censorship of material on evolution in biology textbooks. (PEB)

Reviews events in the California courts surrounding a five-day trial concerning the teaching of biblical creation in the public schools. (CS)

This storybook discusses the concepts of matter, energy, life, and time. The ideas of ecology, natural resources, and recycling are presented in a format which can be easily read by elementary school students. (CW)

Presents a philosophical analysis of the creation/evolution conflict in which a deliberate attempt is made to highlight its wider curricular dimension. Argues that literature on the conflict focuses primarily on questions concerning nature of science and avoids discussing of equally pressing curricular/instructional issues, particularly…

Describes the case of the American Civil Liberties Union (ACLU) versus the state of Arkansas concerning this state's law requiring equal time for the teaching of creationism and evolution. ACLU contends this law violates the separation of church and state clause of the First Amendment. (DS)

Reports recent proceedings regarding a new law enacted in early 1981 in Arkansas which requires schools that teach evolution to teach what the law calls "creation-science." Opposition to the law by the American Civil Liberties Union is discussed. (CS)