States that teaching the concepts of evolution to secondary school and college students is difficult. Presents a playing card game-based simulation that teaches the complex idea of natural selection in a simple, nonthreatening way. Includes three figures, one table, and step-by-step instructional procedures. (CFR)

Responds to Maccoby's and Hinde's commentaries on the Belsky, et al. article in this issue. Highlights several points of concurrence and disagreement. Draws attention to the potential benefits of asking questions about proximal and ultimate causation simultaneously and, thus, the need for child developmentalists to think about both the how and why…

Reviews the controversy of teaching evolution and creationism in public schools from the early years of the twentieth century until today. Identifies two stages of the legal challenges to the teaching of evolution. Contends that academic freedom issues may provide another avenue to the Supreme Court for those supporting creationism. (CFR)

Describes a simulation exercise involving an imaginary organism in which students study the effect of predation on allele frequencies, examine the assumptions of the Hardy-Weinberg law, and consider whether the need to survive is a guiding force in evolution. Includes instruction for conducting the exercise. (MDH)

Outlines three activities for different areas of biology that can serve as motivators for students or as demonstrations. Each activity is easy to organize and uses available materials. Topics include evolution, anaerobic respiration, and heat loss. (DDR)

Advocates removing the taboo regarding anthropomorphism and teleology in biology education. Argues that for high school students, accepting such formulations does not necessarily imply anthropomorphic or teleological reasoning. Further, living organisms seem goal-oriented because of their adaptation for survival. Concludes with the argument that…

Presents data from a study of Papua New Guinea trainee primary and secondary science teachers' views toward evolution education. Finds that primary trainees exhibit poor awareness of the centrality of evolution to modern biology; secondary trainees have similar understanding of evolution, but have better attitudes toward evolution education. (DSK)

Presents a concise overview of cell division that includes only the essential concepts necessary for understanding genetics and evolution. Makes recommendations based on published research and teaching experiences that can be used to judge the merits of potential activities and materials for teaching cell division. Makes suggestions regarding the…

Critiques the scientific merit of a claim against evolution that is based on a calculation of the level of salt in the oceans. (WRM)

Discusses the issue of teaching evolution to middle and high school students and parent objections to this matter. Describes a curriculum resource book entitled "Teaching about Evolution and the Nature of Science" that was written for parents, teachers, and community leaders and is endorsed by the National Academy of Science's Center for Science,…

Argues that, for a misconception to be abandoned, the learner must come to see it as unsatisfactory. The new conception must be intelligible, plausible, and fruitful. Suggests that students should have an active cognitive involvement in the process. Contains 16 references. (DDR)

Reports that creationism has been specifically banned from the Provincial curriculum as a legitimate scientific subject in all public schools and level one private schools in British Columbia. (DDR)

Cites several events that suggest that the pressure against the teaching of evolution has not abated. Argues that evolutionary theory is state-of-the-art science. Uses survey data to illustrate the extent of antievolutionary attitudes. (DDR)

Provides a summary of the presentations at the "Epic of Evolution" conference held by the American Association for the Advancement of Science (November 12-14, 1997). Describes the impact of the conference in relation to the work of Montessori and the work of Montessori teachers in scientific pursuits in the classroom. (SD)

Argues that culture and religion are deeply rooted in human beings and it is their task to understand how this is so and what difference it makes. Asserts that human consciousness must organize itself so that it can identify its most "life-giving" form and thereby continue to direct its own evolution. (Author)