Indicates the importance of the Galapagos Islands in the study of evolution. Introduces the book "Ecology and Evolution: Islands of Change" and presents activities on geology and ecology. (YDS)

Explores the nature of knowledge, particularly the difference between genetic knowledge and cultural knowledge, and its significance for understanding evolution. This exploration is the foundation of a discussion on medical information inherited in genes and accumulated in society. The problems of cultural medical knowledge for evolution are…

Presents an evolutionary model of children's play, noting that an evolutionary approach to children's play is virtually unknown in educational studies. Maintains that there is some urgency in stressing the contribution biological sciences can make to the study of early development, because an enormous amount of relevant research has been ignored…

Explains the evolution of the hand and its relation with culture and art. Points out the importance of the hand as anatomy and genetic control of development. (Contains 15 references.) (YDS)

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)

Adult educators can use the concepts of chaos, emergence, creativity, and transformation from biological and physical sciences and evolution theories to reassess the prominence of transformation as an educational orientation. Developmental potential can be facilitated in learners who are at crisis points, struggling with inner turbulence, or…

Investigates beliefs about evolution of students enrolled in an introductory biology course in a Midwest community college. Focuses on the changes in beliefs and their effects on academic achievement and creationist views. (YDS)

Presents a view on public policy and the importance of biology. Discusses issues such as securing research funds, teaching of evolution and other curriculum issues, lobbying, and the American Institute of Biological Sciences (AIBS) Public Policy Office. (YDS)

Explains how students' perceptions of validity is affected by the terminology used by teachers and scientists. Analyzes the use of the terms: hypothesis, theory, law, and principle in biology textbooks. (Contains 22 references.) (Author/YDS)

Describes a classroom activity that teaches the mechanism of genetic drift to undergraduates. Illustrates a number of concepts that are critical in developing evolution literacy by sampling M&M milk chocolate candies. (MM)

Discusses ways of presenting evolution in science classrooms. Presents a thematic approach on evolutionary change which meets content standards, assists teachers with scientific background, and utilizes a pedagogy that promotes student learning. (Contains 35 references.) (ASK)

Discusses what students should learn about evolution. Evaluates state science standards regarding evolution and provides letter grades for the states for their treatment of evolution. (ASK)

Explains the relationship between state standards on teaching evolution and teachers' attitudes toward evolution-related instruction. (Contains 42 references.) (Author/YDS)

Anti-evolutionists are fond of presenting their audiences with numbers of dizzying magnitude that they use to represent incredibly low probabilities for such events as the chance formation of a protein molecule or the origin of life by invoking beloved mathematical law by Borel. Presents an illustration to reveal what Borel really meant. (ASK)

Some of the most impressive-sounding criticisms of the conventional theory of biological evolution involve probability. Presents a few examples of how probability should and should not be used in discussing evolution. (ASK)