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EJ973202 - An Evolving Controversy: The Struggle to Teach Science in Science Classes

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ERIC #:	EJ973202
Title:	An Evolving Controversy: The Struggle to Teach Science in Science Classes
Authors:	Berkman, Michael; Plutzer, Eric
Descriptors:	Evidence; Evolution; Biology; Climate; Science Instruction; Science Teachers; Theories; Preservice Teacher Education; Preservice Teachers; Controversial Issues (Course Content); Religion; Religious Factors; Secondary Education; Pedagogical Content Knowledge; Scientific Concepts
Source:	American Educator, v36 n2 p12-17, 20-23, 40 Sum 2012
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Publisher:	American Federation of Teachers. 555 New Jersey Avenue NW, Washington, DC 20001. Tel: 202-879-4400; e-mail: amered@aft.org; Web site: http://www.aft.org/newspubs/periodicals/ae
Publication Date:	2012-00-00
Pages:	11
Pub Types:	Journal Articles; Reports - Descriptive
Abstract:	Although the level of controversy varies from one community to the next, biology teachers across the United States struggle to teach evolution. Some face pressure to teach both religious and scientific theories of human origins; others did not have adequate coursework on evolution during teacher preparation. As a result, many biology teachers are minimizing controversy, but also--often unintentionally--minimizing students' comprehension of the scientific evidence and consensus on evolution. The authors concur with the National Center for Science Education that "the most effective way for scientists to help to improve the understanding of evolution" is at the pre-service level. Simply requiring a pre-service course in evolution is likely to provide cautious but well-intentioned teachers with the tools to address and minimize pressure from their communities with a greater degree of confidence. They hope that educators will be supported by their administrators and community members so they can teach evolution, climate change, the antiquity of the universe, and any other socially controversial subject with the same commitment to scientific accuracy as when they teach other topics in science. (Contains 36 endnotes.)
Abstractor:	ERIC
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Record Type:	Journal
Level:	N/A
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ISBN:	N/A
ISSN:	ISSN-0148-432X
Audiences:	N/A
Languages:	English
Education Level:	High Schools; Secondary Education
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