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We know full well that teachers bring their personal opinions into the classroom even though they’re not really supposed to do that. In some cases, that doesn’t matter. Your beliefs about today’s politics in the Middle East won’t suddenly change the rules of math. However, when it comes to important events in history or disciplines like biology and astronomy, teachers can and will skew how they explain the basic tenants of cosmology and evolution.
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Resources on the Teaching of Evolution Web Links Visit our Galápagos website , developed in conjunction with the filming of the 3D Smithsonian/Imax Ltd. movie Galápagos and the NSTA book Ecology and Evolution: Islands of Change . NSTA Press® Books on Evolution An NSTA Evolution Q&A
« Back to list of position statements NSTA Position Statement: Introduction The National Science Teachers Association (NSTA) strongly supports the position that evolution is a major unifying concept in science and should be included in the K–12 science education frameworks and curricula. Furthermore, if evolution is not taught, students will not achieve the level of scientific literacy they need.
Evolution Evolutionary Teaching | Evolutionary Thinking- Comprehensive Sites | Evolutionary Thinkers- Historical Evolutionary Multimedia | Human Evolution - Sites & Multimedia NABT Position Statement on Teaching Evolution Evolutionary Teaching
This summary was compiled by Karin Kirk , SERC, and is drawn from the sources referenced below. View looking northeast from the Yavapai Observation Station on the South Rim of Grand Canyon National Park. Few topics engage the multifaceted challenges of the affective domain as much as evolution does.
Researchers found that only 28 percent of biology teachers consistently follow the recommendations of the to describe straightforwardly the evidence for evolution and explain the ways in which it is a unifying theme in all of biology. At the other extreme, 13 percent explicitly advocate creationism, and spend at least an hour of class time presenting it in a positive light. That leaves what the authors call “the cautious 60 percent,” who avoid controversy by endorsing neither evolution nor its unscientific alternatives.
American Society of Naturalists. (1997). The challenges and opportunities facing the science of evolution. Proceedings from the Working Committee Meetings of the American Society of Naturalists. Retrieved March 22, 2008, from http://www.rci.rutgers.edu/~ecoevol/fulldoc.html . Anderson, R. ( 2007 ).
Below are the first 10 and last 10 pages of uncorrected machine-read text (when available) of this chapter, followed by the top 30 algorithmically extracted key phrases from the chapter as a whole. Intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text on the opening pages of each chapter. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages. Do not use for reproduction, copying, pasting, or reading; exclusively for search engines. OCR for page R1 Teaching About Evolution and the Nature of Science TEACHING ABOUT EVOLUTION AND THE NATURE OF SCIENCE NATIONAL ACADEMY PRESS Washington, DC
Teaching materials Evolution is essential to our curriculum and to scientific literacy. Imagine teaching social science without teaching history; students would lack perspective on events going on today. Similarly, to understand the big picture of biology, students need to understand life on Earth in terms of its history and its future — the changing life forms and ecosystems that have arisen and changed over billions of years, as well as the mechanisms that have brought about those changes. The Understanding Evolution project aims to help instructors develop student understanding of:
Objective: Simulate changes in moth population due to pollution and predation, and observe how species can change over time. Introduction: Charles Darwin accumulated a tremendous collection of facts to support the theory of evolution by natural selection. One of his difficulties in demonstrating the theory, however, was the lack of an example of evolution over a short period of time, which could be observed as it was taking place in nature.