Examined is the extent to which teachers actually hold pseudoscientific beliefs. Described are the study design, sources of pseudoscientific belief, and correlates with various types of pseudoscientific beliefs. Results indicate that many high school biology and life science teachers endorse these beliefs. Implications of this study are discussed.…

The gradual decline of anthropocentrism from 50,000 BC to the present is traced in relation to the controversy over the teaching of evolution and creationism. The discussion focuses on the battle over people's minds as waged in the public schools by fundamentalist religious groups and others. (CW)

Effects of the request for equal time (to teach creationist viewpoint) on science curriculum/instruction and teacher credibility are discussed. Uses examples from earth science to illustrate possible effects of a recent creationist bill, Maryland House Bill 1078. (JN)

Discusses what is scientific theory and religious belief, who decides this, and how these issues affect views on whether creationism and evolution are scientific and should be taught in schools. Argues that only evolution qualifies as scientific theory (and should be taught) and that students should distinguish between religious/scientific…

Some contentions of scientific creationism that conflict with accepted principles of geology (catastrophism, fossil records, earth's age, rock formation, second law of thermodynamics) are reviewed, demonstrating that these claims are based not on scientific research or reasonable conjecture but on Biblical references. (Author/DC)

To test the literal biblical account of Noah's flood, four sources of possible flood waters were evaluated to determine if a natural (as opposed to supernatural) explanation is possible. Sources include rain, hydrothermal springs, and two types of cometary impact. Thermodynamic constraints preclude a natural means of accounting for the flood.…

Discusses a 20-year period in British geology (1820-1840), focusing on a theory proposed by Reverend William Buckland in his "reliquiae diluvianae of Relics of the Flood." Indicates that this flood theory, the centerpiece of modern creationism, was disproved by professional clergymen who were also geologists, scientists, and…

This essay by a Harvard evolutionist presents viewpoints concerning the creationists' arguments against evolutionary biology. Semantics regarding "facts" and "theory" of evolution are examined, examples are cited of creationist argument, and arguments for evolution are presented. (CS)

Thomas G. Barnes, geologist/creationist, argues that the geomagnetic field was created by unknown processes when earth was created and has been decaying (irreversibly/exponentially) with a half-life of about 1,400 years since then. Shows that Barnes' proposition is wrong and explains why the earth's age cannot be determined from magnetic-field…

Presents comments on the balanced instruction of scientific and theological theories (evolution vs creationism), including problems with balanced instruction, position of the National Association of Biology Teachers, and the distinction between science and religion. (DS)

Debates the issue of evolution v creationism, focusing on evolution as fact or theory. Concludes that eminent scientific authorities consider evolution a fact and demonstrates that, in spite of this, writers of college and secondary textbooks refer to evolution as theory. Supports teaching of evolution, not creationism, in science classes. (DC)

Six books written in response to creationist arguments are reviewed. Indicates that the books should be of great utility in educating students in the sciences and in presenting the case for science, as separate from religion, to the uncommitted public. (JN)

Discusses why creation science could be discussed in a high school biology class. Examines the debate that exists between scientific creationists, biblical literalists, and traditional scientists regarding the teaching of creation science in schools. Describes how discussion of this debate could help students understand the nature of science. (CW)

Critiques Slusher's account of creationist cosmology, with occasional reference to other relevent creationist theories. Points out the fallacies and contradictions on seven topics, including the structure of the galaxies, Olber's Paradox, traveling of light in space, and changes in Saturn's rings. (DC)

Cites numerous examples used by a pro-evolutionist in debate with the creationists associated with the Institute for Creation Research and the Creation Research Society. (CS)