There are significant variances in both the religious and non-religious beliefs for rejecting evolution, and likewise diversity in the extent to which various creationists reject evolution. Describes the anti-evolution stances of literalists, progressives, and theists and addresses teaching concerns relative to anti-evolution positions. Contains…

Examines the history of the white lab coat in scientific and medical practice and discusses the recognition of it as a cultural symbol. Contains 11 references. (WRM)

Although the film and play "Inherit the Wind" is sometimes thought to be an accurate depiction of the Scopes Trial, there are many major inaccuracies. Summarizes the major differences between what is portrayed in "Inherit the Wind" and what happened in Dayton, Tennessee in 1925 at John Scopes's trial. (WRM)

Summarizes the status of the evolution/creationism debate in contemporary society. Makes recommendations for scientists and science educators to advance the popular acceptance and understanding of evolution. Contains 74 references. (WRM)

The questions of how science should be taught and why science education is failing are addressed in this article. The science/technology/society (STS) perspective and the importance of students becoming scientifically literate are emphasized. The essential elements of a high quality science curriculum are listed. (KR)

Traces the history of legal rulings leading up to the Edwards vs. Aguillard decision by the Supreme Court that it is unconstitutional to mandate "balanced treatment" and "equal time" for teaching creationism along with evolution in school science classes. Contains 17 references. (WRM)

Describes the contributions of women who have served as role models in the fields of ecology and conservation. Women discussed include Ellen Richards, Maria Merian, Jane Colden, Mary Chase, Emma Braun, Ann Morgan, Rachel Carson, Eugenie Clark, Sylvia Earle, Wangari Maathai, Dian Fossey, Birute Galdikas, and Ruth Patrick. Contains 26 references.…

Describes challenges to teaching evolution initiated by religious fundamentalist groups in the United States. Finds that the number of after-the-fact challenges to public school material, curricula, and instructional activities objected to because they included evolution or failed to include creation science from 1983-1996 is relatively small.…