Describes methods used by scientists to investigate the past. Explains the scientific model existing in textbooks and methods for studying evolutionary history. (Contains 30 references.) (YDS)

J. R. Kantor (1888-1984) developed and promoted an often underappreciated psychological system he called interbehaviorism that attempted to organize scientific values into a coherent system of psychology. Kantor insisted that in all scientific behavior the scientist needed to differentiate between constructs and events. If we were to develop…

Argues that neither creationism nor evolution is rigorously testable and that discussants should ask whether creationism is a workable scientific enterprise. Concludes that creationism does not meet the standards of a scientific enterprise and its inclusion in the public school curriculum would threaten the integrity of scientific judgment and…

Recognition of the logic of Darwin's explanation has significance for understanding evolution and for appreciation of the extent to which Darwin's concept of evolutionary mechanism accords with modern evolutionary thought. Darwin's explanation exemplifies the concept of a scientific law and can help learners to understand the nature of scientific…

The theory of evolution provides direction in many fields, such as ecology, genetics, and embryology. Examines issues concerning the teaching of the subject in the United States. Presents a case study approach to teach about the nature of science using the theory of evolution. (SOE)

Demonstrates the use of geological concepts and principles as an effective approach to teaching evolution and in turn the nature of science and the scientific method in the classroom. This approach to teaching makes it easier for students to understand the basic concepts of evolution which is really important in order to understand nature as it…

Discusses controversy over the teaching of biological evolution and other scientific ideas such as Big Bang theory. Recommends that teachers avoid debating creationists, help students develop a greater understanding and appreciation for science as a way of explaining the natural world, and emphasize inquiry and the nature of science. (Contains 19…

Challenging basic principles of constitutional law, advocates of intelligent design are undermining educators' ability to teach evolution in their science classrooms. Because US Supreme Court rulings now prohibit creationist accounts of the origin of life in schools, arguments favoring divine intervention, known as intelligent design, have emerged…

This paper is linked to the theme History and Philosophy of Science. The Evolution and creation science controversy is now in the general public's arena and poses a challenge for school science. The paper begins by briefly describing the current situation concerning this issue in Australia and the United States of America. In the subject Biology,…

This paper defines the processes of evolution and natural selection for the non-scientist, and summarizes its history in the context of scientific racism. Types of creationism are defined, and both evolution and creationism are contextualized in the theoretical frameworks of modernism and postmodernism. The philosophical differences between…

Argues that the theologic way of knowing represents a distinctly different and incommensurable process of developing knowledge from that of the natural sciences (and that) 'creation theory' is not an alternative scientific theory to the Neodarwinian theory of evolution" and has no place in a science curriculum, although it may be introduced as…

Presents genetical and biochemical data to show that the conclusion presented by Dyer (EJ 036 108) is by no meas settled. Evidence to support the concept: evolution by selectively neutral polymorphisms is inconclusive. (AL)

Reviews evidence from molecular genetics and biochemistry, which supports the idea of some evolution, due to chance and selectively neutral mutations, occurring independently of natural selection. (AL)

Discusses biology instruction focusing on evolution-related policies and state guidelines. Reports on teacher preferences for teaching either creationism or evolution in science classes and compares these results between states based on grade level and how they treat evolution in their educational standards. (Contains 26 references.) (YDS)