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ERIC Number: EJ847049
Record Type: Journal
Publication Date: 2005
Pages: 4
Abstractor: ERIC
Reference Count: 23
ISSN: ISSN-1536-7509
From the National Academies: Ongoing Challenges to Evolution Education--Resources and Activities of the National Academies
Labov, Jay B.
Cell Biology Education, v4 n4 p269-272 Win 2005
The problem of misconceptions about science is not unique to evolution, of course. In the case of evolution, the problem is compounded because many students have been told that their personal belief systems will be challenged or undermined by engaging in learning about this subject. This concern underlies the angst and anger that some parents, members of school boards, and state legislators express when students are not exposed to purported "controversies" or "weaknesses" in the theory of evolution that are being touted by the Discovery Institute (the leading organization promoting intelligent design). In response to this worry, they are taking a variety of actions in increasing numbers of school districts and states to change the ways that evolution is taught. Currently there is little consensus within the scientific community about how to confront these challenges effectively. Responses by scientific societies and others are typically reactive to the latest provocation rather than proactive. Individual scientists and professional societies publish a litany of position papers decrying every new challenge, but rarely are there collective, coordinated statements from scientific organizations. In contrast, messages from proponents of intelligent design present a unified front, are clear and simple to remember and resonate with a large number of people. However, the situation is beginning to change as scientific organizations realize that providing the public with easy-to-understand information and direct messages is critically important. This article describes the steps the National Academies has taken since its last article to address this issue (Alberts and Labov, 2004) and what it is planning for the future, both as an organization and in collaboration with other scientific organizations. (Contains 8 footnotes.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A