Because many people still believe that specific, identifiable genes dictate the level of human intelligence and that the number/quality of these genes can be evaluated, presents evidence from human genetics (related to nervous system development) to counter this view. Also disputes erroneous assumptions made in "heritability studies" of human…

Five central scientific issues are critical to consideration of the treatment in school curricula of the origin and evolution of the universe and of life on earth. These issues are: (1) the nature of science; (2) scientific evidence on the origin of the universe and the earth; (3) the consistent and validated scientific evidence for biological…

Recognizing the potential pitfalls resulting from a lack of human foresight lies at the heart of the science-technology-society (STS) movement. This issue of "Theory Into Practice" is the second part of a two-part series that examines the educational opportunities arising as educators attempt to develop student understanding of STS. In the first…

Discusses various legal and scientific issues related to the McLean v. Arkansas 590 (balanced treatment of creationism/evolution), including nature of "creation-science," responses from scientists and lawyers, focus of the plaintiff's case (anticreationism), nature of science, and one example illustrating creationist tendency to use…

The science-technology-society (STS) movement is emerging at the collegiate level. In elementary and secondary school science, social studies, and industrial arts classes, there is a growing awareness of the need for students to learn about technology and the methods by which it can be directed, made more appropriate, and controlled. This issue of…