Designed to explore the complex spectrum of motives and perceptions underlying contemporary criticism of science as expressed in the arena of public education, this study presents a comprehensive account of the struggle between creationists and scientists from the 19th century to the present. Part 1 briefly portrays the historical context of present-day disputes, discussing those aspects of the early reaction to Darwinian evolution and its introduction in the schools that have recurred in contemporary conflicts. A description of the science curriculum reform movement is also provided. Part 2 discusses contemporary textbook watchers, analyzing their social and political base, and their political tactics. Part 3 presents case studies of the disputes that occurred in California, New York, and Arkansas. An analysis is offered in part 4 of the impact of and the social and political concerns underlying the collision of values over science education, and the relationship between science and personal beliefs. Appendices include: (1) the decision of the case of Rev. Bill McLean v. Arkansas Board of Education; (2) report of a survey on public knowledge of science; and (3) proposed creationist revisions of the California Science Framework. (ML)