The discrepancies between science and creationism are reflected in curriculum controversies. Students should be free to choose which theory they like, according to the creationists who view Darwinian science as incompatible with absolute moral values. (DS)

Provides the results of an annual review of nontechnical astronomy books written for readers without extensive background in science or mathematics. Includes reviews of books on topics including amateur astronomy, comets, computers, cosmology, galaxies, pseudoscience, the solar system, space exploration, stellar evolution, telescopes and…

Prepared by an intellectual freedom committee, this issue is intended to aid librarians in thinking about intellectual freedom when confronted with the current creationism controversy. A manual containing documents and resources on intellectual freedom, a bibliography of pro- and anti-creationism materials, and results of a censorship survey are…

Provides a list of references on creationism divided into six parts covering: books and collections of articles; articles on geological aspects; articles on physics and biological aspects; articles on philosophical and religious aspects; articles on educational, legal, sociological, historical, and public policy aspects; and major creationist…

An evaluation study comparing a computer assisted learning-based project with three more conventional ones in an Open University course on evolution is reported. Special attention is paid to reasons why students chose to do different projects and the factors contributing to the variance in the marks awarded for their work. (Author/JN)

Determined coverage given to 44 topics related to the study of evolution in 105 high school biology textbooks published between 1900 and 1983. Considers trends in popular and Biological Sciences Curriculum Study (BSCS) textbooks, coverage of evolution in first editions, coverage of creationism, chapter titles and placement, and other areas. (JN)

Suggests instructional strategies for biology teachers confronted with creationism in the classroom and ways of dealing with the literal view of the public regarding the Bible. Supporting documentation (such as Christian ideas supporting scientific spirit and inquiry and definitions of the earth) is included in appendices. (JN)

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 an Arkansas State law that required balanced treatment of creationism and evolution in the study of human origins. Describes arguments for and against the law as presented at a courtroom trial in which it was decided that the law was unconstitutional, and that creationism had no legitimate educational purpose. (Author/MJL)

The 1981 court trial concerning a challenge to the constitutionality of Arkansas' Act 590, the Balanced Treatment for Creation-Science and Evolution-Science Act, is described in detail. Arguments, courtroom strategies, and personalities are discussed, and the ruling of unconstitutionality is outlined. (MSE)

An alphabetical list of 44 references (books and articles) on various aspects of creationism, creationism-evolution controversy, and Darwinism is presented. (JN)

Reviews results of a California trial concerning the teaching of evolution in public school classrooms. Also lists recent legislation in the states of Florida, California, Minnesota, South Dakota, Kansas, Illinois, Iowa, Texas, and Arkansas. (CS)

Refutes scientific creationists' arguments that the earth is less than 10,000 years old by presenting information related to the time scales for creation and evolution models, times from stellar distances, Kelvin's estimate of the earth's age, radioactive decay, radiometric dating, and the decay of the earth's magnetic field. (DC)

Presents a method for teaching high school students about evolution at the genus level as well as at higher taxons. Activities for a laboratory project and laboratory techniques are described. (SA)

Describes an exercise whereby a biology class used a stairway to illustrate how fossiliferous rock strata were deposited, the oldest on the bottom and most recent at the top. Each step represents a dated boundary between adjacent geological ages, and each riser is labeled as a geological unit. Geological time is compressed to 365 days. Offers…