ERIC Number: EJ884965
Record Type: Journal
Publication Date: 2010-Jun
Abstractor: As Provided
Reference Count: 0
Should Intelligent Design Be Taught in Public School Science Classrooms?
Science & Education, v19 n6-8 p779-795 Jun 2010
A variety of different arguments have been offered for teaching "both sides" of the evolution/ID debate in public schools. This article reviews five of the most common types of arguments advanced by proponents of Intelligent Design and demonstrates how and why they are founded on confusion and misunderstanding. It argues on behalf of teaching evolution, and relegating discussion of ID to philosophy or history courses.
Descriptors: Evolution, Public Schools, Persuasive Discourse, Discourse Analysis, Educational Policy, Science Education, Science Instruction, Science and Society, Science Curriculum, Scientific Principles, Scientific Concepts, Controversial Issues (Course Content), Educational History, Creationism, Misconceptions
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: N/A