Analyzes the Discovery Institute's "Bibliography of Supplementary Resources" submitted to the Ohio Board of Education (OBE). Discusses the real significance of the publications in the bibliography, its reliability, and its pedagogical value. (KHR)

Explores the evidence and reasoning behind the claims of biologists that variations in the genetic code are compatible with the claim of common ancestry. (Author/KHR)

Presents a theoretical classification of relationships between the philosophy of science and didactics of science, based on the metadiscursive nature which philosophy and didactics share. Describes five different relationships between the two disciplines: material, instrumental, explanatory, rhetorical, and metatheoretical. (Author/MM)

Investigates the role that social mediation plays in the destabilization of preconceptions of the concept of light among primary school pupils. One experimental group participated in a teaching process which aimed to lead students to cognitive conflict. Another group was taught with traditional methods. Differences between groups in pre- and…

Explores the reasons why we learn science. Asserts that 'wonder' incorporates three important dimensions: wondering about, wondering at, and wondering whether. Suggests that the system fails to trust students to learn and expects teachers to 'know it all' before beginning to teach. (Author/MM)

Describes a laboratory experiment in which common chemical gases are trapped inside soap bubbles. Examines the physical and chemical properties of the gases such as relative density and combustion. (Author/MM)

Offers three types of fixed-response questions that are designed to overcome drawbacks appearing in the conventional forms of fixed-response questions such as not allowing the examiner to investigate reasoning, background, or prevent guessing. (Contains 14 references.) (Author/YDS)

Explores three questions that are considered to have difficult answers and suggests ways to explain the answers to students. (Author/YDS)

Explains methodological naturalism in science education and describes problems related to it when the real nature of science is considered. (YDS)

Discusses science and Christianity. Responds to Frair and Patterson regarding their view of faith's role in science and to Meyer's view on intelligent design. (YDS)

Presents an interview with Pat Shipman, author of the 1994 book "Evolution of Racism." (YDS)

Explains the relationship between evolution, creationism, and racism and how evolution can be used to trigger racism. Describes anti-evolutionist movements throughout history. (YDS)

Presents 11 statements from the American Association of Physical Anthropologists (AAPA) as revisions of the 1964 United Nations Educational, Scientific, and Cultural Organization (UNESCO) statement on race. (YDS)

Advocates discussing human biological variation and race in science curricula. Explains how biologists use the term "race" and what that implies. (YDS)

Analyzes the process of how the inquiry problem is revised and improved. Involves 7th grade students in the study, discussing the inquiry problem to be investigated. Reports that students always discussed the method in light of the problem, and the existence of the method of the problem affected the endurance of problem. (Author/YDS)