TEACHING EVOLUTION

Teaching Evolution

Abstract

In this study we try to explore the concept of “Teaching Evolution” in a holistic context. The main focus of the research is on “Teaching Evolution” and its relation with “learning about the changing”. The research also analyzes many aspects of “Teaching Evolution” and tries to gauge its effect on “learning”. Finally the research describes various factors which are responsible for “Evolution” and tries to describe the overall effect of “Teaching Evolution” on “learning”.

Table of Contents

Teaching Evolution1

Introduction1

Thesis statement1

Discussion1

Evolution only1

Teaching evolution in Public schools2

Education's Dilemma3

The Right of Students to Receive Knowledge4

Freedom of Speech in Public Schools4

Teaching evolution in public school4

The new curriculum6

Teacher choices and challenges with regard to teaching evolution7

Why teaching evolution is so important - what is actually taught and what should be taught?8

Conclusion9

References10

Bibliography11

Teaching Evolution

Introduction

There are several reasons for the treatment of evolution in schools. Many biology teachers avoid teaching about evolution because, like the public at large, they know relatively little about the subject. Other teachers avoid teaching about evolution because they are creationists or are afraid of reprisals from creationist parents or administrators. Predictably, the failure to teach evolution in schools leads to a populace that does not entirely understand creationism or evolution or both (PFAW, 2000). Of people polled, 95 percent of the people had heard of evolution, but only 50 percent were able to identify the correct definition (PFAW). On the other hand, only 53 percent had heard of scientific creationism. Of those, 59 percent agreed with the firm creationist interpretation. The resistance to evolution as an explanation for the diversity of life may be related to this poor base in common knowledge about science and evolution.

Thesis statement

“The analysis of teaching evolution in public schools”

Discussion

Evolution only

Evolutionists believe, and the courts agree that strict creationism cannot be required to be taught in science class. While strict creationists still rattle their sabers, their claims are largely moot, except in the court of public opinion, due to the overtly religious basis of their argument. To evolutionists like Eugenie Scott, “Intelligent design is a fancy way of saying 'God did it'”.Public Opinion about EvolutionAmericans divided for years on the evolution issue with about 45 percent accepting it and 45 percent rejecting it, and the rest undecided. This rate of acceptance is highly unusual among industrialized nations, where typically 80 percent or more of the people accept evolution, most of the rest are unsure, and very few reject the idea outright (Dean, 2005). A variety of polls reveal several interesting insights about how the collective views evolution.Remarkably, public opinion on creation has changed little over the last 25 years. Gallup Polls conducted since 1982 show that those who believe God either guided the life process or created life in its present form has stayed steady at 82 percent, and only 9 to 13 percent believe that God had no part in the process. A recent CBS poll found those numbers to be 76 percent and 17 percent. Is it any wonder that the teaching of evolution in schools faces such difficulty?

Teaching ...