Discusses incidents of brush-ins with student proponents of the theory of creation science. Provides and answers eight questions typical of both the misinformation spread in creation science literature and the lack of research done by students. (MVL)

Darwin's weak influence on developmental psychology is traced. It is explained by (1) developmentalists' commitment to an ideology of meliorism; (2) conceptual issues relating to ontogeny and phylogeny; and (3) methodological problems. Suggests that developmentalists use evolutionary theory as a heuristic for structuring new research. (BC)

Maintains that "Individual Development and Evolution: The Genesis of Novel Behavior" (Gilbert Gottlieb) is one of the most creative, integrative, and important works in the field of developmental comparative science. Gottlieb's work has provided scientific basis for the concept that developmental systems, and not genetic reductionism, is the only…

Provides insight on the concept, punctuated equilibrium, in the hope of enhancing evolution education. (ZWH)

Presents an activity that provides students an opportunity to explore the tempo and mode of evolution by analyzing data and constructing two evolutionary trees, one gradualistic and one punctuated. (ZWH)

Explores conditions that facilitate or obstruct the internationalization of social science knowledge. Distinguishes among facets and types of knowledge and meanings of internationalization. Illustrates the international applicability of knowledge through examinations of classical economics and development theory. Identifies conflicting forces that…

Includes "The Way We Are: On Being Peculiarly Human" (Yamamoto); "Restoring the Foundations of Freedom" (Moellenberg); and "The Body as Dream, the Body as Metaphor" (Moore). (SK)

The rhetorical abuse of language by creationists is discussed. Suggestions for how to expose such abuses in a discussion or debate format are provided. (CW)

Describes a real life example of natural selection that can be used instead of computer simulation to teach evolution to students. (ZWH)

Draws on evolutionary biology to provide implications for the case study method, to promote a better understanding of contingency, and to confirm the status of case study. Argues that contingency unites the details that make the case portray part of a greater category and that make it a unique instance. (DSK)

Examines Lewis Mumford's scholarship and his contribution to the emergence of media ecology as both an intellectual tradition and a theoretical perspective on the study of technology, media, and culture. Focuses on Mumford's epochal historiography of technology, the techno-organicism in his thinking about technology and human development, and his…

Argues that Darwinian evolution provides a framework for understanding how a polymer such as RNA might have arisen and perpetuated itself in a changing environment. Also explains how one genetic system invents another. (DDR)

Assesses ideational networks based on a written narrative of seventh grade students who had begun a unit on evolution. Indicates that students who scored high on the content analyses of their written narrative and whose narrative contained extensive ideational network linkages also tended to use a logical, sequential rule of ordering their…

Describes a teaching method in which students learn about evolutionary biology through the use of mathematics. Uses the concept of biostatistics, the mathematical analysis of the variation in nature, to understand evolution. (SAH)

Describes an innovative model for improving the teaching of evolution in high school biology courses. Combines the teaching of evolution with both a modern view of the nature of science and the use of humans as the primary case study for understanding evolutionary concepts. Requires consistent use of student-centered activities. Contains 20…