Evolution, due to its importance in science, holds a prominent place in national science standards and many state standards. Scientists nearly universally agree that the theory of evolution best explains the unity and diversity of life. Accordingly, numerous science, science education, and religious organizations support the teaching of evolution…

Explains the different belief systems and conflicts between scientists and creationists regarding the concept of evolution. Recommends that students be exposed to intellectual problems from the earliest grades so they will be able to address the evolution/creationism question by high school. (YDS)

Discusses the implications of proposed legislation which would prohibit the teaching of either the theory of evolution or creationism unless both are taught and relates this area of controversy to the relationship of science and politics, to the question of what is to be accepted as appropriate curriculum, and to attempts to instill fundamentalist…

This article presents a debate by two evolutionists, Ronald D. Simpson and Wyatt W. Anderson, and two creationists, Lane P. Lester and John N. Moore, over whether or not special creation should be taught in biology courses alongside the biological theory of evolution. (SL)

Discusses biology instruction focusing on evolution-related policies and state guidelines. Reports on teacher preferences for teaching either creationism or evolution in science classes and compares these results between states based on grade level and how they treat evolution in their educational standards. (Contains 26 references.) (YDS)

Advocates of Intelligent Design (ID) theory argue that evolution is a theory in crisis, ID is a legitimate scientific theory, and biology teachers should teach the controversy. Supporters of evolutionary theory testify that ID is a religious, not scientific, concept, and evolution is in no danger of bankruptcy, having survived 140 years of…

Describes the approaches of both creationism and evolution. Recommends that biologists take their case to the public. Includes a National Science Teachers Association (NSTA) Position Statement on the issue. First published in 1981. (YDS)

Reports on techniques used by creationists to argue against evolution. They include intensifying or downplaying messages, omitting information, associating creationists beliefs with other beliefs, quoting out of context, and others. Also suggests that learning to read critically will help students evaluate creationists' rhetoric. (DH)

Compares and contrasts the theories of creationism and evolution. Includes a National Science Teachers Association position statement on the inclusion of nonscience theories in science instruction. (SK)

Evolution is considered by virtually all biologists to be the central unifying principle of biology, yet its fundamental concepts are not widely understood or widely disseminated. Teaching evolution--defined as descent with modification from a common ancestor as a result of natural selection acting on genetic variation--has traditionally been a…

Reviews issues and events related to adopting high school biology textbooks in Texas. Specific reference is given to the viewpoints of Mel and Norma Gabler. It is argued that factors controlling textbook content should not result from past market forces, but from a permanent science constituency and an informed public. (DH)

Discussed are positions on the topic of creationism. The dichotomy between science and religion is analyzed. Middle positions are highlighted and the fundamental issues clarified. Examples that illustrate historical changes in scientific thought are included. (KR)

Throughout the United States various individuals and groups have tried to subvert science education by removing or weakening the treatment of evolution in state science-education standards. Most states' science-education standards support the teaching of evolution, but many in the general public and some policymakers want science classrooms to…