AERA-L: Politics and Policy in Education Forum
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ABSTRACT: In response to my post "Question: The most difficult
challenge I face when teaching the theory of evolution is .....", a
high school biology teacher asked for references on the effective
teaching of evolution, especially considering the widespread support
for creationism even among some biology teachers. I include a
bibliography of over 75 references which may be helpful to such
teachers in their attempts to teach evolution in a country in which,
according to a recent Gallup poll, 39% of the population believes
that it is "definitely true" that God created human beings pretty
much in their present form at one time within the last 10,000 years,
and 27% believes that it is "probably true."
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In response to my post "Question: The most difficult challenge I face
when teaching the theory of evolution is ....." [Hake (2007), a high
school biology teacher asked for references on the effective teaching
of evolution, especially considering the widespread support for
Creationism [Gallup Poll (2007a,b,c,d)], even among some biology
teachers. According to Klykowsky (2004), about 30% of high school
biology teachers nation-wide think Creationism is a topic that should
be addressed in their classes, and according to a recent Gallup poll
(2007c), 39% of the population believes that it is "definitely true"
that God created human beings pretty much in their present form at
one time within the last 10,000 years, and 27% believes that it is
"probably true."
Although I'm not a biologist, I suspect that some of the over 75
references in the bibliography below might be helpful to teachers in
their attempts to teach evolution in a Creationist America. Some
pre-2000 references were extracted from "REDCUBE: REsearch,
Development, and Change in Undergraduate Biology Education: A Web
Guide for Non-Biologists" [Hake (1999)].
Richard Hake, Emeritus Professor of Physics, Indiana University
24245 Hatteras Street, Woodland Hills, CA 91367
<[log in to unmask]>
<http://www.physics.indiana.edu/~hake>
<http://www.physics.indiana.edu/~sdi>
"Nothing in biology makes sense except in the light of evolution."
Theodosius Dobzhansky (1973)
"Human history becomes more and more a race between education and catastrophe."
H. G. Wells (1920)
REFERENCES [Tiny URL's courtesy <http://tinyurl.com/create.php>.]
Alberts, B. & Labov, J.B. 2004. "From the National Academies:
Teaching the Science of Evolution," Cell Biology Education 3(2):
75-80, Summer; online at
<http://www.lifescied.org/cgi/reprint/3/2/75> (1 MB).
Anderson, D.L., K.M. Fisher, G.J. Norman. 2002. "Development and
evaluation of the conceptual inventory of natural selection," Journal
of Research in Science Teaching 39(10): 952-978; abstract online at
<http://www3.interscience.wiley.com/cgi-bin/issuetoc?ID=100519782>:
"The Conceptual Inventory of Natural Selection (CINS) is a 20-item
multiple choice test that employs common alternative conceptions as
distractors . . . The current 20-item version of the CINS was
field-tested with 206 students in a nonmajors' general biology
course. . . . Results indicate that the CINS will be a valuable tool
for instructors." On 25 Feb 2003, Kathlene Fisher wrote to me: "We
are using the test extensively as a pre- and post-test."
Berman, M. 2005. "Intelligent Design: The new creationism threatens
all of science and society," APS News 14(9), October, online at
<http://www.aps.org/publications/apsnews/200510/backpage.cfm>.
Brockman, J. ed. 2006. "Intelligent Thought: Science versus the
Intelligent Design Movement." Random House. Amazon.com information at
<http://tinyurl.com/ytjh9f>.
Dawkins, R. 1996. "The Blind Watchmaker: Why the Evidence of
Evolution Reveals a Universe Without Design," Norton. Amazon.com
information at <http://tinyurl.com/2cuk24>.
Dawkins, R. 2000. "Unweaving the Rainbow: Science, Delusion and the
Appetite for Wonder." Mariner Books. Amazon.com information at
<http://tinyurl.com/2ngh66>.
Dawkins, R. 2005. "The Ancestor's Tale: A Pilgrimage to the Dawn of
Evolution. Mariner Books. Amazon.com information at
<http://tinyurl.com/26treo>.
Dawkins, R. 2006. "The Selfish Gene." 30th Anniversary Edition--with
a new Introduction by the Author. Mariner Books. Amazon.com
information at <http://tinyurl.com/2h39lz>.
Dawkins, R. 2006. "The God Delusion." Houghton Mifflin. Amazon.com
information at <http://tinyurl.com/2bhm99>.
Decker, M.D. 2005. Why Intelligent Design Isn't Intelligent: Review
of Perakh (2003). Cell Biology Education 4(2): 121-122; online at
<http://www.lifescied.org/cgi/reprint/4/2/121>.Decker writes:". . .
I recall those poll results we all hear about from time to time. As
an example, the Gallup Organization (1999) reported that 68 percent
of those polled favored teaching creationism along with evolution in
public schools, and an astounding 40 percent favored replacing
evolution with creationism. The positions of public school teachers
may be similar to those of the general public: a 1990 survey
indicated that 40 percent of the science teachers polled believed
there were sufficient problems with evolutionary theory to cast doubt
on its validity (Eve and Dunn, 1990). There obviously exists a major
disconnect between the view of the scientific community and what the
general public accepts, and (unfortunately) books like Mark Perakh's
"Unintelligent Design" continue to be needed.
Dennett, D.C. 1996. "Darwin's Dangerous Idea: Evolution and the
Meanings of Life." Simon & Schuster. Amazon.com information at <
http://tinyurl.com/yr7sv8 >.
Dobzhansky, T. 1973. "Nothing in biology makes sense except in the
light of evolution,' The American Biology Teacher 35: 127-129.
Eldredge, N. 1998. "The Pattern of Evolution." W.H. Freeman.
Amazon.com information at <http://tinyurl.com/2t9zyb>.
Eldredge, N. 2001."The Triumph of Evolution: and the Failure of
Creationism." Holt Paperbacks. Amazon.com information at <
http://tinyurl.com/yochzu>. "Is evolution a religious belief? Is
Genesis a scientific report? These are two of the tacks taken by
"scientific creationists" to reach their goal of stopping the
teaching of evolution in public schools, a goal paleontologist Niles
Eldredge claims is purely political. In "The Triumph of Evolution and
the Failure of Creationism," Eldredge exposes the deep flaws in
creationists' arguments and calls for those who love and respect the
scientific process of gathering knowledge to engage their opponents
in the culture war wholeheartedly. This brief but powerful book by
one of our leading evolutionary theorists is careful not to
dehumanize the intellectual and political adherents of "intelligent
design theory." It focuses on the importance of teaching all children
in our society how science and technology work. To do this, he tells
us that we must not muddy the waters by agreeing that science and
religion have overlapping domains. Skillfully explaining the theory
and the most popular arguments against it, Eldredge arms the reader
for battle with creationists. Three appendices offer information on
recent court decisions and means to get involved in the continuing
struggle for proper science education. It's time to take the
creationists seriously, and "The Triumph of Evolution and the Failure
of Creationism" is a great place to start. --Rob Lightner
Evans, S. 2002. "Doubting Darwinism Through Creative License,"
National Center for Science Education (NCES): Defending the Teaching
of Evolution in the Public Schools; online at
<http://tinyurl.com/29f4bh>.
Eve, R., and D. Dunn, D. 1990. "Psychic powers, astrology and
creationism in the classroom?" Am. Biol. Teach. 52, 10-21.
Forrest, B. & P.R. Gross. 2003. "Creationism's Trojan Horse: The
Wedge of Intelligent Design," Oxford University Press. Amazon.com
information at <http://tinyurl.com/3bve9m>.
Gallup Poll. 2000. "Kansas Voters Fail to Re-Nominate Anti-Evolution
School Board Members. Online at
<http://www.galluppoll.com/content/?ci=2674&pg=1>. "Two of the three
Kansas Board of Education members who supported greater emphasis on
teaching creationism in schools failed to win re-election this week.
At issue is the current set of standards used by the state of Kansas
for teaching science. The current set, put in place by a 6-4 board
vote last year, places less emphasis on evolution. The removal of two
anti-evolution board members sets up the potential reversal of that
vote and could lead to science standards that place more emphasis on
the concept of evolution."
Gallup Poll. 2007a. ""Evolution Beliefs" (Video). Gallup's latest
data on Americans' thoughts on evolution, online at
<http://www.galluppoll.com/videoArchive/?ci=27838&pg=>.
Gallup Poll. 2007b. Majority of Republicans Doubt Theory of
Evolution: More Americans accept theory of creationism than
evolution," online at
<http://www.galluppoll.com/content/?ci=27847&pg=1>.
Many Americans today reject the theory of evolution as an explanation
for human origins. This appears to be substantially based on a belief
in the creation story as outlined in the Bible. Because highly
religious Americans are more likely to be Republicans than
independents or Democrats, it's not surprising that Republicans are
significantly more likely than independents or Democrats to say they
do not believe in evolution.
Gallup Poll. 2007c. "Evolution, Creationism, Intelligent Design,"
online at <http://www.galluppoll.com/content/?ci=21814&pg=1>. "Which
of the following statements comes closest to your views on the origin
and development of human beings - [ROTATED: human beings have evolved
over millions of years from other forms of life and God guided this
process, human beings have evolved over millions of years from other
forms of life, but God had no part in this process, or God created
human beings in their present form exactly the way the Bible
describes it]?"
Gallup Poll. 2007d. "One-Third of Americans Believe the Bible is
Literally True" High inverse correlation between education and belief
in a literal Bible,' online at
<http://www.galluppoll.com/content/?ci=27682&pg=1>. "About one-third
of the American adult population believes the Bible is the actual
word of God and is to be taken literally word for word. This
percentage is slightly lower than several decades ago. Belief in a
literal Bible is strongly correlated with church attendance and
identification with a Protestant or other non-Catholic Christian
faith. There is a strong inverse relationship between education and
belief in a literal Bible.
Gould, S.J. 2002. "The Structure of Evolutionary Theory." Belknap
Press. Amazon.com information at <http://tinyurl.com/35j7k4>. For
criticisms of Gould's ideas on evolution see Gross (2002) and Dennett
(1996).
Gould, S.J. 2007. "The Richness of Life: The Essential Stephen Jay
Gould," forward by Oliver Sacks, edited by Stephen Rose. Norton.
Amazon.com information at <http://tinyurl.com/2nxdtn>.
Gross, P.R. 2002. "The apotheosis of Stephen Jay Gould," The New
Criterion 21(2), October; online at
<http://newcriterion.com:81/archive/21/oct02/gould.htm>.
Gross, P. R. 2002. Review of "Dawkins vs. Gould: Survival of the
Fittest," by Kim Sterelny. Human Nature Review 2: 66-67; online at
<http://www.human-nature.com/nibbs/02/gross.html>.
Hake, R.R. 1999 "REDCUBE: REsearch, Development, and Change in Undergraduate
Biology Education: A Web Guide for Non-Biologists," online at
<http://www.physics.indiana.edu/~redcube/redcube.pdf> (377 kB). Now
somewhat outdated. Gives non-biologists (and even biologists) a
point of entry into the vast literature and web resources (as of
1999) relevant to research, development, and change in
undergraduate biology education. It contains 47 biology-educator
profiles; 446 references (including 124 relevant to general science-
education reform); and 490 hot-linked URL's on:
(a) Biology Associations,
(b) Biology Teachers Web Sites,
(c) Scientific Societies and Projects (not confined to Biology),
(d) Higher Education,
(e) Cognitive Science and Psychology,
(f) U.S. Government, and
(g) Searches and Directories.
The references and URL's may be generally useful to teachers and
education researchers, and may provide some ideas for hastening
education reform.
Hake, R.R. 2000. "The General Population's Ignorance of Science
Related Societal Issues: A Challenge for the University," AAPT
Announcer 30(2): 105; online at
<http://www.physics.indiana.edu/~hake/GuelphSocietyG.pdf> (2.1MB).
Based on an earlier libretto with the leitmotiv: "The road to U.S.
science literacy begins with effective university science courses for
pre-college teachers." The opera dramatizes the fact that the failure
of universities *throughout the universe* to properly educate
pre-college teachers is responsible for our failure to observe any
signs of either terrestrial or extraterrestrial intelligence.
Hake, R.R. 2005. "Re: Is the US becoming hostile to science?"online at
<http://listserv.nd.edu/cgi-bin/wa?A2=ind0511&L=pod&P=R509&I=-3>.
Post of 28 Oct 2005 12:10:30 -0700 to AP-Physics, Biopi-L, Chemed-L,
Physhare, PhysLrnR, Physoc, POD, & STLHE-L.
Hake, R.R. 2005. "Attacks on Education," online at
<http://listserv.nd.edu/cgi-bin/wa?A2=ind0502&L=pod&P=R20579&I=-3>.
Post of 21 Feb 2005 10:33:54-0800 to AERA-J, AERA-L, AP-Physics,
Biopi-L, Chemed-L, Phys-L, Physhare, PhysLrnR, Physoc, & POD.
Hake, R.R. 2005. "Attacks on Education - Shakespeare and
Thermodynamics," online at
<http://listserv.nd.edu/cgi-bin/wa?A2=ind0502&L=pod&P=R21275&I=-3> .
Post of 21 Feb 2005 16:10:54-0800 to AERA-J, AERA-L, AP-Physics,
Biopi-L, Chemed-L, Phys-L, Physhare, PhysLrnR, Physoc, & POD.
Hake, R.R. 2007. "Question: The most difficult challenge I face when
teaching the theory of evolution is .....", online at
<http://listserv.nd.edu/cgi-bin/wa?A2=ind0707&L=pod&O=A&P=7514>. Post
of 20 Jul 2007 08:57:27-0700 to AERA-C, AERA-G, AERA-J, AERA-K,
AERA-L, AP-Bio, Biopi-L, BioLab, Chemed-L, Physhare, Phys-L,
PhysLrnR, PhySoc, POD, & TIPS.
Hake, R.R. 2005. "The Wedge Strategy," online at
<http://lists.nau.edu/cgi-bin/wa?A2=ind0511&L=phys-l&P=R6874>. Post
of 10 Nov 2005 11:29:29-0800 to AP-Physics, Physhare, Phys-L, and
PhysLrnR. ABSTRACT (see the article for the references): Marshall
Berman's (2005) excellent report "Intelligent Design: The New
Creationism Threatens All of Science and Society" in the October APS
News at <http://www.aps.org/apsnews/1005/100518.cfm> places "THE
WEDGE STRATEGY" <http://www.antievolution.org/features/wedge.html>
in context and discusses the serious threat it poses to science and
society. For the Wedge Strategy see also Forrest & Gross (2003).
Holt, R. 2005. "Intelligent Design: It's Not Even Wrong," Sep. 8,
online at "rushholt's Blog"
<http://www.tpmcafe.com/story/2005/9/8/183216/1039>. Holt writes:
"The term science also refers to the organized body of knowledge that
results from scientific study. Intelligent design offers no way to
investigate design scientifically. Intelligent design explains
complicated phenomena of the natural world by involving a designer.
This way of thinking says things behave the way they do because God
makes them behave that way. This treads not into science but into
the realm of faith. A prominent physicist, W. Pauli, used to say
about such a theory 'It is not even wrong'. There is no testable
hypothesis or prediction for Intelligent Design."
New Jersey's Congressman Rush Holt <http://holt.house.gov/> is a
physicist <http://holt.house.gov/about.shtml> and former Assistant
Director of the Princeton Plasma Physics Laboratory. Holt has served
on the National Commission on Mathematics and Science Teaching for
the 21st Century <http://www.ed.gov/inits/Math/glenn/toc.html>
chaired by former Senator and astronaut John Glenn and currently sits
on several caucuses, including those on Renewable Energy, Sustainable
Development, Biomedical Research, Human Rights, and a Woman's Right
to Choose. He has received numerous awards and citations for his
work, including the Planned Parenthood Community Service Award, the
BIO Legislator of the Year, and the Science Coalition's Champion of
Science award. The magazine Scientific-American has also named Holt
one of the 50 national "visionaries" contributing to "a brighter
technological future."
Hake, R.R. 2007. "Question: The most difficult challenge I face when
teaching the theory of evolution is .....", online at
<http://listserv.nd.edu/cgi-bin/wa?A2=ind0707&L=pod&O=A&P=7514>. Post
of 20 Jul 2007 08:57:27-0700 to AERA-C, AERA-G, AERA-J, AERA-K,
AERA-L, AP-Bio, Biopi-L, BioLab, Chemed-L, Physhare, Phys-L,
PhysLrnR, PhySoc, POD, & TIPS.
Kitcher, P. 2006. "Living with Darwin: Evolution, Design, and the
Future of Faith (Philosophy in Action)." Oxford University Press.
Amazon.com information at <http://tinyurl.com/yssqxj>. From the
reviews: "How glad I am that a philosopher of Philip Kitcher's
distinction should write such a comprehensive destruction of the
argument for Intelligent Design. The attempts to demote Darwin by
plausible and clever writers are exposed as shallow and, in the end,
scientifically vacuous. Despite attempts to disguise the fact, the
motivation for Intelligent Design has been religious, rather than
scientific. Unlike some other critics of those who see Darwin as a
threat to their beliefs, however, Kitcher writes sensitively about
the comfort and inspiration that religion can bring to many people. I
greatly admire the good sense and compassion exhibited in this
book."--Sir Patrick Bateson, Emeritus Professor of Ethology,
University of Cambridge.
Klymkowsky, M.W. undated. "Conceptual interference in biological
education: How jigsaw puzzle/lock and key models of molecular
interactions impact understanding evolutionary change," online at
<http://bioliteracy.net/> / "Education talks jigsaw & evolution
paper" (where "/" means "click on")
Klymkowsky, M. 2004. "A comment on Alberts & Labov (2004); online at
<http://bioliteracy.net/Comment-Alberts.htm>. Klykowsky writes (see
the online comment for references) : ". . . the bulk of the teaching
methods used at the undergraduate level, such as large and passive
lecture classes, are demonstrably inadequate in producing a working
knowledge of even simple concepts such as genetic linkage, much less
the multifaceted body of knowledge that is conceptualized in the
theories of evolution (e.g., natural selection, sexual selection,
sampling effects, linked traits, developmental/life-cycle
constraints, population dynamics) [Wood & Gentile (2003)]. The end
result is a rather remarkable and reproducible observation, ~30% of
high school biology teachers nation-wide think creationism is a topic
that should be addressed in their classes (see table); I wonder how
this compares to the percentage of high school physics teachers who
believe that alternatives to the second law of thermodynamics should
be critically discussed?
Klymkowsky, M.W. 2006. "Bioliteracy.net," online at
<http://bioliteracy.net/>. Klymkowsky wrote: "Our goal is to
generate, test and distribute the tools to determine whether students
are learning what teachers think they are teaching. We assume that
accurate and timely assessment of student knowledge will pressure the
educational world toward more effective teaching. WHY? (a) Because
basic understanding of the biological sciences impacts our lives in
more and more dramatic ways every year. (b) A wide range of important
personal, social, economic and political decisions depend upon an
accurate understanding of basic biology and the means by which
science generates, tests and extends our knowledge.
Labov. J.B. 2005. "From the National Academies: A Tribute to the
Science Education Legacy of National Academy of Sciences President
Bruce Alberts," Cell Biology Education 4(3): 185-188; online at
<http://www.lifescied.org/cgi/reprint/4/3/185>.
Labov, J.B. 2005. "From the National Academies: Ongoing Challenges to
Evolution Education: Resources and Activities of the National
Academies," Cell Biol Educ 4(4): 269-272; online at
<http://www.lifescied.org/cgi/reprint/4/4/269> (84 KB).
Liu, D. 2005. "WWW.Cell Biology Education: Evolution Web Sites," Cell
Biology Education Vol. 4(3), 181-184; online at
<http://www.lifescied.org/cgi/reprint/4/3/181>.
Lord, T. & S. Marino. 1993. "How university students view the theory
of evolution," Journal of College Science Teaching 22: 353-357.
Mayr, E. 2002, "What Evolution Is." Basic Books. Amazon.com
information at <http://tinyurl.com/2tq8wp>.
Moore, J.A. 1993. "We need a revolution - teaching biology for the
twenty-first century," Bioscience 43(11): 782-786.
Moore, J.A. 1999. "Science As a Way of Knowing: The Foundations of
Modern Biology." Harvard University Press. See especially Part 2 "The
Growth of Evolutionary Thought." Amazon.com information at
<http://tinyurl.com/ynuu6c >.
Morishita, F. 1991. "Teaching about controversial issues: Resolving
conflict between creationism and evolution through law-related
education," American Biology Teacher 53(2): 91-93.
Nagel, T. 1999, "Why so cross?" London Review of Books 21(7); online
at <http://www.lrb.co.uk/v21/n07/nage01_.html>. Nagel wrote: The
writers of these two books . . . .["Unweaving the Rainbow" by Richard
Dawkins & "The Pattern of Evolution" by Niles Eldredge have a string
of popular works behind them. They also have a history of
disagreement, with Dawkins on one side and Eldredge on the other.
Eldredge is associated in this controversy with Stephen Jay Gould,
his long-term research collaborator. The disagreement, and the heat
that it generates, are difficult for an outsider to understand, but
they appear to have something to do with the way in which
evolutionary theory is to be presented to a broader public. Dawkins
is represented by Eldredge and Gould as a dogmatic, uncompromising
'ultra-Darwinian' reductionist who refuses to acknowledge the
hierarchical complexity of the natural world, and Gould, if not
Eldredge, is represented by Dawkins as a woolly romantic who inflates
unremarkable data into profound mysteries." Thomas Nagel is
University Professor at New York University. "Concealment and
Exposure and Other Essays" is his most recent book.
NAS. 1999. National Academy of Sciences. "Science and Creationism: A
View from the National Academy of Sciences," 2nd ed. National
Academies Press, online at <http://www.nap.edu/catalog/6024.html>.
NAS. 1998. National Academy of Sciences. "Teaching About Evolution
and the Nature of Science." National Academies Press, online at
<http://nap.edu/catalog/5787.html>.
NAS. 2007. Evolution Resources From the National Academies; online at
<http://nationalacademies.org/evolution/>.
NCSE. 2007. National Center for Science Education: Defending the
Teaching of Evolution in the Public Schools, online at
<http://www.ncseweb.org/default.asp>: "defends the teaching of
evolution in public schools. We are a nationally-recognized
clearinghouse for information and advice to keep evolution in the
science classroom and "scientific creationism" out. NCSE is the only
national organization to specialize in this issue. We provide:
(1) Reviews of current anti-evolution activity in the United States
and around the world
(2) Background to the fundamentally creationist and anti-evolution
movement known as "Intelligent Design"
(3) Detailed information on the Creation/Evolution controversy from
1859 to the present
(4) Resources for parents, teachers, school boards, and the general public
Contact NCSE if you need advice, information, or help in defending
the teaching of evolution. We also work to increase public
understanding of evolution and of the nature of scientific knowledge."
Nelson, C.E. 1997. "Tools for Tampering with Teaching's Taboos," in
"New Paradigms for College Teaching," ed. by W.E. Campbell and K.A.
Smith. Interaction Book. pp. 51-77. Amazon.com information at
<http://tinyurl.com/2yrwua>.
Nelson, C.E. 1986. "Creation, Evolution, or Both? A Multiple Model
Approach," in "Science and Creation: Geological, Theological, and
Educational Perspectives (AAAS Series on Issues in Science and
Technology)," R.W. Hanson, ed. Macmillian, pp. 128-159; Amazon.com
information at <http://tinyurl.com/yo8kop>.
Nickels, M.K., C.E. Nelson, J. Beard. 1996. "Better Biology Teaching
by Emphasizing Evolution and the Nature of Science," The American
Biology Teacher 58(6), 332-336.
Nickels, M.K. & J. Beard. 1998. "The Nature of Science as a
Foundation for Teaching Science: Evolution as a Case Study," in "The
Nature of Science in Science Education," W.F. McComas, ed. Kluwer.
Ch. 20, p. 315-328. Amazon.com information at
<http://tinyurl.com/2bcbek>.
Numbers. R.L. 2006. "The Creationists: From Scientific Creationism to
Intelligent Design," Harvard University Press; Expanded edition.
Amazon.com information at <http://tinyurl.com/2cdvue>.
Orr, H.A. 2005). "DEVOLUTION: Why intelligent design isn't: New
Yorker, 30 May 30 2005, online at
<http://www.newyorker.com/fact/content/articles/050530fa_fact>.
Pennock, R.T. 2000. "Tower of Babel: _The Evidence against the New
Creationism." MIT Press, information at
<http://www.msu.edu/~pennock5/research/Tower_of
_Babel_Reviews.htm>.
Pennock, R.T., ed. 2001. "Intelligent Design, Creationism, _and Its
Critics:_ Philosophical,_Theological,_ and Scientific_Perspectives.
MIT Press, information at
<http://www.msu.edu/~pennock5/research/IDC&CReviews.htm>.
Pennock, R.T. 2006. The Avida-ED Project: "Technology for Teaching
Evolution and _the Nature of Science using Digital Organisms." Online
at <http://www.msu.edu/~pennock5/research/Avida-ED.html>.
Pennock, R.T. 2007. Homepage online at <http://www.msu.edu/~pennock5/>.
Perakh, M. 2003. "Unintelligent Design," Prometheus Books.
Amazon.com information at <http://tinyurl.com/3y4u3h>.
Petto, A.J. & L.R. Godfrey, eds. 2007. "Scientists Confront
Intelligent Design and Creationism." Norton. Amazon.com information
at <http://tinyurl.com/2fyjfz>.
Roy, H. 1999. "Automated Testing and Measurement of Student Progress
in Genetics and Evolution," at
<http://www.rpi.edu/~royh/AutomatedTestingAndMeasurement.html>.
Sagan, C. & A. Druyan. 1997. The Demon-Haunted World: Science as a
Candle in the Dark Ballantine Books; Amazon.com information at
<http://tinyurl.com/3xujeo>.
Scotchmoor, J. & and A. Janulaw. 2005. "Understanding Evolution,"
The Science Teacher, Dec 05. See also UCMP (2007a,b).
Scott, E. C. 1999. "Problem Concepts in Evolution: Cause, Purpose,
Design, and Chance" National Center for Science Education (NCES):
Defending the Teaching of Evolution in the Public Schools, online at
<http://tinyurl.com/36ulyb>.
Scott, E.C. 2000. "Not (Just) in Kansas Anymore," Science 228:
813-815; online at
<http://www.sciencemag.org/cgi/content/full/288/5467/813>: "In August
of 1999, after months of wrangling, the Kansas State Board of
Education passed its state science education standards. Against the
recommendations of a committee of 27 scientists and teachers, the
board voted to strip from the standards all mention of the Big Bang,
the age of the Earth, and any reference to organisms having descended
from the same ancestors: in other words evolutionary astronomy,
geology, and biology. Teachers were informed that evolution would not
be included in the state high-school assessment exams, greatly
decreasing the likelihood that the subject would be taught . . . As
the media probed for more stories, the National Center for Science
Education (where I work. . . <http://www.natcenscied.org/> . . .)
informed the sometimes incredulous press that, yes, indeed,
antievolutionism is a widespread problem in American kindergarten
through high school or 'K-12' education." But Kansas, to its credit,
Kansas later reversed field - see Gallup Poll (2000).
Scott, E. C. 2005. "Evolution vs. Creationism: An Introduction."
University of California Press. Amazon.com information at
<http://tinyurl.com/2sn9cg>.
Shermer, M. 2002. "Why People Believe Weird Things: Pseudoscience,
Superstition, and Other Confusions of Our Time." Owl Books, revised
edition. Amazon.com information at <http://tinyurl.com/yodhfk>.
Shermer, M. 2007. "Why Darwin Matters: The Case Against Intelligent
Design." Holt Publishers. Amazon.com information at
<http://tinyurl.com/ywoxgh>.
Smith, M.U. 1995. "Foundational Issues in Evolution Education,"
Science and Education 4(1): 23-46 (1995).
Sterelny, K. 2001. "Dawkins vs. Gould : Survival of the Fittest,"
Icon Books (UK). Amazon.com information at
<http://tinyurl.com/23vh98>.
UCMP. 2007a. University of California Museum of Palentology.
"Understanding Evolution: your one-stop source for information on
evolution," online at
<http://evolution.berkeley.edu/evolibrary/home.php>.
UCMP. 2007b. University of California Museum of Palentology.
"Understanding Evolution for Teachers," online at
<http://evolution.berkeley.edu/evosite/evohome.html>.
Young, M. & E. Taner, eds., 2006. "Why Intelligent Design Fails: A
Scientific Critique of the New Creationism." Rutgers University
Press. Amazon.com information at <http://tinyurl.com/2e2n89>.
Wells, H.G. 1920. "The Outline of History." For an interesting
history of this treatise see
<http://en.wikipedia.org/wiki/The_Outline_of_History>. For Amazon.com
information on a two volume set published in 1974 by Scholarly Press
see <http://tinyurl.com/yjs83d>.
AERA Division L: Politics and Policy in Education
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