Traditional biology curricula depict science as an objective field, overlooking the important influence that human values and biases have on what is studied and who can be a scientist. We can work to address this shortcoming by incorporating "ideological awareness" into the curriculum, which is an understanding of biases, stereotypes,…

In this study, we make an effort to compare studies that explore the factors related to acceptance of evolutionary theory among Greek and Turkish students-future teachers, using conceptual ecology for biological evolution as the theoretical framework. We aimed to look into the acceptance and the understanding of evolutionary theory and also to…

By using pseudoscientific examples to show what science is not, instructors can generate a healthy skepticism in students while making them understand how science applies to their daily lives. A course incorporating such pseudoscientific examples (including extra-sensory perception -- ESP) is described. (JN)

Investigated was the influence of an instructional strategy to help freshmen undergraduate students overcome misconceptions regarding the nature of evolutionary theory. Discusses the strategy that included writing statements, small group discussion, teacher presentation, interactive lecture/discussion, and individual reflections. (YP)

Outlines a course (offered jointly by physics and applied science departments) which focuses on basic physics and nuclear war effects. Due to the emotional impact of issues discussed in the course, faculty implemented a plan which included the use of counseling professionals. (DH)

Reviews discoveries and reports of dinosaurs to help put them into paleontological perspective. Proposes that discoveries not be announced from the field, but submitted to professional evaluation and peer review before release to the public. (Author/RT)

This study examines how student practice of scientific argumentation using socioscientific bioethics issues affects both teacher expectations of students' general performance and student confidence in their own work. When teachers use bioethical issues in the classroom students can gain not only biology content knowledge but also important…

Describes some of the contributions made by the field of paleontology to theories in geology and biology. Suggests that the two best examples of modern evolutionary paleontology relate to the theory of punctuated equilibria, and the possibility that mass extinctions may be cyclic. (TW)

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)

Provides brief arguments for and against the use of animals in research and education. A survey was conducted of 200 students to seek answers to the following questions: How do students feel about the dissection of animals in life science classes?; and Do students feel they would learn as much biology without laboratory animal investigations?…

Describes four components of a packet of materials designed for small-group discussions on alphafetoprotein (AFP) screening for neural tube defects. Components consist of instructional guidelines for group leader, informational packet on AFP, list of specific discussion questions, and student evaluation form. Copies of these materials are…

A three-part questionnaire was used to assess degree of emphasis given to values education in college biology. In addition to demographic data, the questionnaire, mailed to 377 biologists (185 forms returned), included items focusing on the significance of ethical issues and when life-science related values are best introduced to students. (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.…

Advocates daily use of short statements, dilemmas, or questions which raise open-ended societal/ethical issues for students. Includes rationale for this strategy together with 12 examples for use by teachers in developing materials for their courses. Topics selected are appropriate for biology, chemistry, physics, and the social sciences. (DH)

Examines creationism/evolution debate in context of philosophy using ontological models in which reality is assigned to one or both natural or transnatural (supernatural) realms. The six models (theistic-teleological dualism; deistic-mechanistic dualism; fundamentalist creationism; atheistic monism; theistic monism; mechanistic monism) deal with…