Both evolution and climate change have broad scientific consensus, and yet they are the most contested scientific concepts in the US K-12 education system. This study aimed to explore trends in proposed US state legislation employed from 2003 to 2023 by anti-evolution and anti-climate change education movements to constrain the teaching of these…

Science teachers and mentors continue to be challenged to meet the high expectations of "A Framework for K-12 Science Education" and the "Next Generation Science Standards." Indeed the Framework urges teachers to help learners "[build] progressively more sophisticated explanations of natural phenomena..." while the…

Recently, the nature of science (NOS) has become recognized as an important element within the K-12 science curriculum. Despite differences in the ultimate lists of recommended aspects, a consensus is emerging on what specific NOS elements should be the focus of science instruction and inform textbook writers and curriculum developers. In this…

Examines how the theory of evolution was received by the scientific community at the time of its inception to provide insight into some of the difficulties that students have in learning some important biological concepts. Contains 82 references. (DDR)

Clarifies media reports that suggest that flood geology should be taught as part of the biology curriculum to provide support for the teaching of creationist theory. Analyzes the reports and provides support for response on the local level to these claims. (DDR)

Analyzes the science frameworks of 49 states and the District of Columbia to determine the emphasis given to evolution in these documents at the middle and secondary levels. Collectively, the 50 frameworks emphasized evolution in a manner that suggests that if the public's support for standards-based curricula is a reality, the study of evolution…

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…

Author asserts that many historical anecdotes used in science instruction have little basis in reality. The purpose of this paper is to provide a critique of the way in which the "Wilberforce and Huxley debate at Oxford" anecdote is employed in the teaching of evolution and to suggest a more positive role for this incident in science…

Addresses the controversy over teaching evolution in K-12 classrooms. Contends that evolution should be taught in the same way as other scientific theories, as the currently accepted view of the scientific community. (WRM)

The goal of this guide is to make a distinction between religious faith and scientific knowledge and to dispel the belief that evolution conflicts with religious principles. The seven chapters of the book are designed to help ensure that students receive an education in the sciences that reflects the distinction. Topics covered include the basic…

Presents 196 annotated listings of works on science, technology, and gender, under 9 headings: Biography and History; Women Scientists; Science Education; Feminists Look at Science and Technology; Effects of Technology on Women; Medicine and Reproductive Technologies in Women's Lives; Women and Evolution; Women and Agriculture; and Gender,…

Part three of a series on the teaching of evolution, this installment focuses on the Scopes trial and litigation in other states and courts. Contains 46 references. (DDR)

Discusses some new evidence for evolution that might be useful in persuading students who question the scientific basis for evolution. Draws on findings from the fields of molecular biology and genetics. (DDR)

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)

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)