Evolution, 2/2005

Total responses so far: 1076

Which grade level do you teach?

What state do you live in?

What subject do you teach?

Are you an NSTA member?

Have you ever felt pressure to include creationism, intelligent design, or other alternatives to evolution in your science curriculum?

If yes, from whom?

Have you felt pressure to de-emphasize or omit evolution or evolution-related topics in your current curriculum?

If yes, from whom?

Do you feel well-prepared to discuss with parents and other community members the reasons why it is important for students to understand evolution?

If no, why?
I have not had to defend the teaching of evolution ------------------------- I've taugt 4th and 5th. Thus far the students have not seemed to be receptive to the ideas of evolution. Further, in a "Christian/Catholic" environment with heavy overtones of Seventh Day Adventist, it seems that the information would create more confusion in the minds of the students that it would create open-mindedness. ------------------------- I don't have the parents' frame of reference. I don't know how to present information to the thoroughly uninformed or the fundamentalists. ------------------------- I personally feel that intelligent design and evolution theories should be presented. ------------------------- I feel well prepared because of my religious background in the Evangelical Lutheran Church in America which supports evolution. I have taught Sunday school classes on the Biblical version of creation from an evolutionary point of view. I think that if teachers actually knew a religious view from a main-line point of view, they would be more comfortable teaching evolution. Some teachers don't have a biblical basis to take on those parents, etc. with religions that define what God can do according to what their narrow minds think God can do! ------------------------- I need more information to support or defend my opinion about the importance for students to understand evolution. ------------------------- I am always careful to explain evolution as a THEORY backed by evidence ------------------------- Need more succint information ------------------------- The parents who want to argue about evolution being taught have already made up their mind....there's no point in even discussing it with them. ------------------------- I didn't have arguments to defend the relevance of knowing and understand the theory of evolution. ------------------------- To avoid controversies this topic is not discussed during my bachellor studies. ------------------------- Need more information ------------------------- Somewhat ------------------------- Obviously I answered "yes" but you gave me no "non-biased" options as well; furthermore, there is no refernce to "self" in any of the prior statements. I believe that a balanced view should be taught. Your poll gives no options but to teach evolution and is ultimately biased. For example, I do not feel pressure to present an alternate view but do, and, in fact, believe that providing all interpretations of scientific data is SCIENCE education rather than indoctrination of one interpretation. ------------------------- As a new teacher (2nd year teaching), I feel that administrators think there is a lack credibility in being a new teacher of evolution. Also a fear of possibly losing my job if I discuss reasosn evlution should be taught and I say something that upsets the parents, then they complain to the board or administrators. ------------------------- Evolution was not a topic that was taught to me in school. ------------------------- not always enought time to keep up with the latest creationist nonsense ------------------------- Aside from extensive reading, on my own, no formal education in this area. Would like to take at least one college course that just deals with evolution. ------------------------- no leadership from district to spell out positions ------------------------- Yes, I think it is important for my students to understand all credible theories for the existance of life on this earth - creation, intelligent design and evolution. You seem to only be willing to study the theory that you have preconceived to be correct. ------------------------- We feel that we know the subject matter but feel a little unsure of how to explain it to people in the community who are unwilling to listen to reasonable arguments. ------------------------- I myself believe in intelligent design and I am working on understanding evolution in the light of this. ------------------------- Aren't all these leading questions? You are making the assumption the teacher does not want to teach other things/de-emphasize. You will not get good survey results this way, since you miss a whole potential category. You also do not allow checking two division boxes - I teach MS as well. ------------------------- There is NO "important" reason for students to understand evolution, except to point out that many in society fail to recognize the meaning of the complexity, (ie. DNA code, Einsteins theories) of life and our enviroment. Our DNA code IS very intricately designed. Our universe is astounding. All of this points to a higher intelligence that PUT the codes in us and designed and set up out environment. My primary teaching subject is math. My degree is in engineering. Codes don't just happen. Codes are planned. Dissorder happens naturally, not order. Some people are so taken with their ability to figure some things out that they refuse to reach the logical conclusion that means there is a more intelligent being. ------------------------- It's presented as a theory pure and simple. I don't think parents or others have a problem with it as a theory. I think the problem comes when evolution is presented as something not to be questioned or disagreed with in any way. ------------------------- Because I happen to not believe there is enough convincing evidence to support macroevolution. I personly believe that the creation theory has more solid evidence behind it. For more information supporting this belief please visit the ICR website and search for the RATE study about to be published. Further information can be found using the search for micro vs macro evolution. Since the scientists that developed the theory of macro evolution were atheists, their theory explained the creation of the earth based on their religous world view. ------------------------- I am continuing to prepare, should a major problem arise. Thus far they have been minor. Here are some difficulties: 1. presenting details supporting evolution at a layman's level 2. presenting to people of faith who have no intention of listening/changing, as they feel that would be sinful and that it is their duty to change the system. ------------------------- I teach at a Catholic school. I wouldn't be comfortable speaking with parents about evolution vs. creationism. ------------------------- I think that we should equip students with the critical thinking skills and scientific knowledge necessary to make their own judgements about evolution. Teachers should avoid indoctrinating students with evolutionary ideas or other ideas. ------------------------- I find it difficult to explain to parent's the importance of this topic mainly due to the emotions it espouses within them. They often make me feel like the devil himself for helping students to understand the importance of evolution as a unifying concept in science. ------------------------- I feel well prepared to also teach them the scientific problems with evolution as a part of critical thinking. ------------------------- Not enough solid background in evidence for evolution. ------------------------- People have strong religous beliefs and I am not about to discuss them. ------------------------- Evolution is a farce! ------------------------- Compelling reasons for students to understand more than one way of looking at a controversial subject ------------------------- I believe that it is important for me to be able to teach students the validity of creationism and Intelligent Design as well as evolution. ------------------------- My background is Earth Science not biology ------------------------- Evolution is a complex topic to explain to those who are skeptical to begin with. ------------------------- The theory part I can teach, the acceptance as the truth is not what I teach. ------------------------- The challenge is to get through to the student that adaption within a species is proven but an ability to change order and familia has not been documented in any animal or plant. Helping the student to cope with the general misunderstandings inherent in the teaching of life sciences and developmental science, especially as interpreted by the general public, so that the student can be speak rationally with people who believe irrational teachings. I believe that adaption and intelligent design are both at work in the natural world, and that evolution as a teaching is overblown, that the data used to back it up is incomplete, and many of the conclusions reached by so-called "scientists" are merely guesses. ------------------------- Though I know why, I don't feel articulate, especially since their position is so clear and simple. ------------------------- We believe students should understand evolution but to also understand that evolution must be subject to scientific examination and that there may be explanations for the origin of life that science cannot adequately explain. While we do not believe Creationism should be taught as a science, it should be presented as a non-scientific possible explanation of origins. ------------------------- I am ready, willing and able but creationists are, typically, non listeners. They are not thinkers. They are believers. Logic has no sway. I lament. ------------------------- rhetoric of debate can make the possibility daunting ------------------------- Although I did not answer "No," I would like to explain my opinion on the matter. I strongly feel that teachers need to teach truths. The only truth that I know and understand is that no scientist has ever proven beyond a shadow of doubt that evolution is the absolute answer to the long-standing question about how the world began. Until evolution can be proven, I feel that teachers need to present all of the options and let the students know that they can have an integral part of what our future scientific research will hold true. Besides, how can you fight a battle if you don't understand both sides? Even our military would agree that you need to study "the enemy" in order to beat them/it. I strongly feel that we need to be presenting all of the ideas and teach the students how to decide for themselves. Isn't that what freedom is all about? ------------------------- no training ------------------------- I am not a macro-evolutionist. There is proof for micro-evolution, within species, but not the wild jumps from big bang to living cells to mammals. This survey does not allow for other viewpoints, does it? I have had parents ask me not to teach the big bang! ------------------------- I have never had it formally taught to me or told why its important for students to understand evolution. I teach about natural selection and adaptations that allow organisms to survive but I don't use the word "evolution." I want to turn students on to science, not turn them off. I also have many other concepts I have to cover in a year. ------------------------- Actually it is very easy to discuss. I don't discuss evolution. The probability of evolution is so high, it's ridiculous. Our world was created by God, that settles it for me. ------------------------- I do not believe in evolution and have tons of proof that it is not a valid theory. Even Darwin himself discounted it. I refuse to teach evolution as it is nothing more than a pack of lies. ------------------------- I do not believe in evolution and have tons of proof that it is not a valid theory. Even Darwin himself discounted it. I refuse to teach evolution as it is nothing more than a pack of lies. ------------------------- I do not believe in evolution and have tons of proof that it is not a valid theory. Even Darwin himself discounted it. I refuse to teach evolution as it is nothing more than a pack of lies. ------------------------- I do not believe in evolution and have tons of proof that it is not a valid theory. Even Darwin himself discounted it. I refuse to teach evolution as it is nothing more than a pack of lies. ------------------------- I do not believe in evolution and have tons of proof that it is not a valid theory. Even Darwin himself discounted it. I refuse to teach evolution as it is nothing more than a pack of lies. ------------------------- I do not believe in evolution and have tons of proof that it is not a valid theory. Even Darwin himself discounted it. I refuse to teach evolution as it is nothing more than a pack of lies. ------------------------- I do not believe in evolution and have tons of proof that it is not a valid theory. Even Darwin himself discounted it. I refuse to teach evolution as it is nothing more than a pack of lies. ------------------------- I do not believe in evolution and have tons of proof that it is not a valid theory. Even Darwin himself discounted it. I refuse to teach evolution as it is nothing more than a pack of lies. ------------------------- I do not believe in evolution and have tons of proof that it is not a valid theory. Even Darwin himself discounted it. I refuse to teach evolution as it is nothing more than a pack of lies. ------------------------- I do not believe in evolution and have tons of proof that it is not a valid theory. Even Darwin himself discounted it. I refuse to teach evolution as it is nothing more than a pack of lies. ------------------------- I do not believe in evolution and have tons of proof that it is not a valid theory. Even Darwin himself discounted it. I refuse to teach evolution as it is nothing more than a pack of lies. ------------------------- I do not believe in evolution and have tons of proof that it is not a valid theory. Even Darwin himself discounted it. I refuse to teach evolution as it is nothing more than a pack of lies. ------------------------- I do not believe in evolution and have tons of proof that it is not a valid theory. Even Darwin himself discounted it. I refuse to teach evolution as it is nothing more than a pack of lies. ------------------------- I AM well prepared because I must teach this as current scientific theory. I also explain that the same evidence can be interpreted in more than one way. I am a creationist....do not present that in class, however. ------------------------- Because I do not have a biology background. ------------------------- I thought that if I tell student this is theory not a law I could maybe convince them that it could be changed by upper theory but the more I read about the difference between law and theory the more I get confused. ------------------------- I feel NSTA is trying to put a cap on inquiry by telling students evolution is the only theory out there. It sure doesn't make sense to me. What are you afraid of? Truth? Let' s encourage scientific questioning! ------------------------- It does not apply to the science that I am teaching. ------------------------- The parents opposed to the teaching of evolution do not want to her the reasons why it is important ------------------------- Yes, I understand the premises behind evolution. I do not agree with it, however, and thus do not discuss it with parents and students. ------------------------- The topic only comes up when we discuss Astronomy in Physical Science and the Big Bang theory. I don't deal with evolution in class. ------------------------- I haven't had any formal training on how to discuss such a touchy subject. Although I know reasons why to teach evolution, I do not know all the reasons why parents will become upset about that subject being taught in school. Without being able to anticipate reactions by the community I do not feel well-prepared. ------------------------- I understand the need for having a foundational knowledge of evolution because it will be encountered throughout their education. However, I'm of the opinion that it has been presented for many years as fact, when it is a THEORY and there is much credible evidence that creationism is just as valid a theory. ------------------------- I would like a talking points list of arguments for evolution as well as for ID and creationism. I am convinced, on a personal level, of evolution, but do not want to feel inadequate arguing my position. ------------------------- Since I teach younger children this issue has not come up. I know with goign to the Middle school level I will need more information to be able to descuss this topic ------------------------- Although I feel well-prepared to discuss the issue, I feel the people I would like to discuss it with are closed-minded and will not listen in any way. There is a noticeable cadre of people in this state (KS) who feel the scientific community is conspiring against God and religion, and an equally large group who feel they have the "right" to redefine what science is - and many, many people who refuse to accept the scientific definition of theory. These people have no interest in being educated or enlightened. ------------------------- I do feel well-prepared to discuss evolution with anyone who asks but I strongly feel I have an obligation to be just as knowledgeable in discussing creationism. ------------------------- ONE SIDED SURVEY. ------------------------- I believe it is very important for students to be exposed to theories of both evolution and intellegent design. I believe it is the students and their parents right and duty to examine the evidence and determine this issue for themselves ------------------------- I don't have the correct vocabulary or something to talk to people in a rational manner when I know they are idiots. ------------------------- I feel no pressure from others to teach alternative theories. Since evolution is technically a theory, then it is only appropriate to teach other theories. It is good to balance the two worlds of thought. That is the point of being a teacher- to teach the kids to think for themselves so they can make their own decisions. ------------------------- I have done research into both THEORIES, evolution and creationism. There are a lot of holes in the evolution theory that science cannot explain. People just want us to take their word for it. Well I'm not that gullible. I teach both theories, because as a scientist that is how I was taught. To look at both sides. When you can prove to me, which I know can't be done, without a shadow of a doubt that evolution is a proven fact, then I will teach only it to my students. Until then I will teach both ideas. Things I have taught to my students before about evolution have been proven false, which any REAL scientist will tell you. (ex: The Peppered Moth Theory, The Miller and Urey Experiment, Similar embryological development, etc.) So, I decided to do a little research. Which I suggest to other teachers as well. Don't take the textbook's word for everything, they have been proven false over and over again. So, the above checks for "others" when asking about who has put pressure on me is me. ------------------------- This should read, "If yes, why?" ------------------------- A very emotional and politically charged topic - teacher's are ill-prepared for the intensity of the debate. More teacher's are willing to present alternative theories because they do not confidently understand the science themselves. Also, a growing number of teacher are simply willing to accept ID as a alternative to evolution. ------------------------- A person haas the right to believe what he/she wants to believe. ------------------------- I do not believe that it is important to teach only one theory which is evoluation... As a scientist I have been taught to look at all the possible decisions and then make an educated decidion. So it is not "BAD" to present both the theory of evolution and creation. ------------------------- I am not sure about what to teach, this is my first year teaching Biology. ------------------------- I don't know many reasons why the students should know about evolution, if they truly believe in Creationism. ------------------------- Because i also believe in creationism and also emphasize the fact that evolution is just a theory, nothing more. ------------------------- Many teachers have never heard some of the major problems that evolution contains. Why are so few willing to point out these problems. Look at the Laws of Thermodymanics ------------------------- Community members who are faith based to that degree do not base their discussions on reason. I am not an arguer by nature and I respect people's choices to believe as they believe. I explain to the students that even if they choose not to believe it, it is important for them to at least understand the scientific explanation. I would love help with this very touchy issue! ------------------------- Evolution is not a topic within my field of science. ------------------------- I believe God created the earth. Living things left in rock after millions of years are there for man to learn about past species. My grind is when the NON_BELIEVERS twist the creation, God inspired Word, the BIble out of whack. There is room in the classroom for both viewpoints to be taught, by the proper qualitfied parties. It is undemocratic to only discuss ONE view. ------------------------- I present all forms of creation in a balanced way. Everyone seems happy. ------------------------- I ------------------------- Never had any practice ------------------------- I don't believe in evolution. It is bogus science; not supported by true scientific evidence. It is more of a religion which we are forced to accept and promote if we want to keep our jobs. ------------------------- I am a Christian, teaching in a Christian (Lutheran) school that creation was how God created everything. I see no need to explain this to our parents since evolution goes against our school and church's beliefs. I actually have had a hard time finding textbooks that do not teach evolution. ------------------------- it's difficult to explain something that seems obvoius to someone who thinks the opposite ------------------------- Some will argue using "facts" that I never heard of and find it difficult to refute and it can be difficult to keep the focus on the scientific evidence as I know it ------------------------- I personally do not believe in evolution. I am uncomfortable teaching evolution when it is common knowledge that a large number of scientists are discovering that there is more evidence for creationism than evolution. My students are aware of my position. They may chose to believe what they wish. Most of them believe in creationism and not evolution. I do not understand why creationism may not be taught as a 'theory', just as evolution is a theory, and that is all it is. Also, why does this questionnaire lead one to only answer in support of evolution? This is very biased to one viewpoint of which so many science teachers I know do not believe. ------------------------- I do not know all the facts regarding evolution ------------------------- I would like to say here that evidently it is not required to teach eveolution at the middle school level in KY because my son's teacher skipped it in his class. ------------------------- Because I think teaching intelligent design alongside evolution is a great idea. What could teach students more about the scientific method? Look at the scientific evidence and compare with 2 competing, popular theories. Let the students learn to evaluate the evidence themselves rather than teaching evolution as a "fact". Teaching any science as a set of "facts" does a disservice to all of science. I do feel fine explaining that evolution is important because it is one of the central theories governing science today. ------------------------- It seems to cross the line at times with questioning family values. ------------------------- It is ONLY a poor THEORY, and is taught as such. ------------------------- I don't have enough information about the other side of the argument ------------------------- Creationists speak in sound-bites - which is easy for the public to digest. It is very hard to explain evolution (indeed, any science) this way. ------------------------- I teach evolution as a theory, and I allow students to express their opinions on the validity of what they learn. I don't believe in evolution myself, but I do understand the necessity for teaching it accurately and in an unbiased fashion. ------------------------- Its not important. Evolution is a failed theory. ------------------------- Because it is not important for them to understand this fantasy that you are supporting. Evolution may make sense if you live in the 18th century and only observe complete macroorganisms. When one learns all that we now know about life at the cellular level- and understands that we know very little about life at this level, evolution becomes a joke. ------------------------- I'm not sure I am knowledgable enough about it myself. ------------------------- I chose no because I choose to teach my students that evolution is one theory of origin. There are others that have just as much if not more scientific evidence as evolution. Creation and ID are not religious teaching. Science must always remian open to ideas that have evidence. ------------------------- Certainly organisms have changed over time. But it has not been proven that all organisms today have arisen from the primordial "soup". Just as the Bible and creation have to be taken on faith, so it is with evolution. ------------------------- Because I don't believe that evolution is fact - I believe thatt he theory has many holes in it and that students should know about those holes. ------------------------- One reason why I feel unprepared is due to the difference in where the sides of the issue come from. They are very emotional about the topic and often raise their voices when making their points. They also try to drown out the pro-evolution side with booing, shouting and other tactics. They do not wish to participate in a rational, calm discusion. I may have all my points ready, but if no one is allowed to hear my side, my preparation is pointless. ------------------------- As a chemist, I am not "well-prepared" in biology. However, I have taught high-school biology in the past (and my earlier answers relate to those classes, not present assignment) and I was Prepared, but not "well-prepared". ------------------------- This survey is biased. One can accept part of evolution as a sound theory, without discounting the hand of God. Perhaps God invented evolution. ------------------------- It's a very complicated idea and hard to communicate. ------------------------- Microevolution - variation within a species yes. Macro-evolution as a non viable process to pass on information. Intelligent design is a more plausable explanation, is scientific and supported by many in the scientific community. Unfortunately, not in the narrow educational community. ------------------------- I am not familiar with the particulars of contention from the creationist standpoint ------------------------- The very nature of science demands that we have an open mind. Evolution is a theory. Why are you so threatened when it is proposed that another theory be taught as well? Censoring information from students to avoid creatinism only feeds the fire / need to inquire about creation. Everyone knows that evolution is a theory, yet you want to stifle the inquiry process. Why? I teach the curriculum, but am not threatened by students or parents who ask about creationism. I can discuss both. I encourage to have an open mind towards evolution as well as creationism. If we close our minds, truth will never come out. I do not support your position and believe that you are doing more to discredit evolution than to support it because you yelp like scalded dogs if creationism is discussed. ------------------------- The very nature of science demands that we have an open mind. Evolution is a theory. Why are you so threatened when it is proposed that another theory be taught as well? Censoring information from students to avoid creatinism only feeds the fire / need to inquire about creation. Everyone knows that evolution is a theory, yet you want to stifle the inquiry process. Why? I teach the curriculum, but am not threatened by students or parents who ask about creationism. I can discuss both. I encourage to have an open mind towards evolution as well as creationism. If we close our minds, truth will never come out. I do not support your position and believe that you are doing more to discredit evolution than to support it because you yelp like scalded dogs if creationism is discussed. ------------------------- I personally do not hold it to be totally true. I think we scientists give it way more substance than evidence warrants. It is one explanation. I personally believe we will never know the complete truth about the life's origins given our limited human ability to delve into the distant past. ------------------------- I feel confident but would also apprecitate seeing a template that identifies the NSTA's position on the pros cons of the evolutionary debate. ------------------------- Not having the need, I have not prepared myself. ------------------------- I also think it important to discuss intelligent design theory. ------------------------- Don't feel it's possible to argue against faith-based issues. ------------------------- Yes, but I feel I would benefit from more academic background knowledge about the mechanisms of evolution. ------------------------- Yes - because I a background in evolutionary biology. No - because the basic misunderstanding science, and this issue in particular, really prohibits any real kind of discussion. ------------------------- Because it is important for students to also understand that many people (including some of them) believe in creation. They need to know why it is a widely believed "Theory" & be free to consider and choose for themselves what to beleive using the scientific method. Psalm 14: The fool says in his heart, there is no God... ------------------------- Because I have researched and find too many flaws in the theory; with all due repect to Darwin, if we treated other theories with this many holes with as much weight as we do evolution, science would be a joke. There is proof only of adaptation, not the evolution of one species into another. ------------------------- You need a place for teachers of science to express thier views on other theories. A science class should be a place for students to openly ask questions concerning all current theories of science. No student should feel afraid to express their views as of course should any teacher. Since when do we censor any science information or omit new science theories or discoveries because we do not agree with them? ------------------------- Evolutiion is a theory. Like any other theory, it has not been proven over and over. There are many gaps. I do include creationism as well as evolution. I let the students decide for themselves which theory they believe. ------------------------- No one has ever an expresed an issue with the topic. ------------------------- my district is filled with multiple denominations that have a strong influence on the educational values. ------------------------- I don't believe in the Theory of evolution myself and teach Creationism and intelligent Design. I teach evolution as a theory that Darwin stated if one part of the theory was wrong it could not stand on it's own. I believe all science theories should be taught! ------------------------- Because I don't have to teach it. Why do you assume that every science teacher agrees with you? I teach in a private school and I teach creationism along with evolution. My line? God is in charge. If things evolved, He's the one who was running the show. Period. ...and I'm a GREAT science teacher, by the way! ------------------------- I believe that there is significant evidence that many part s of the evidence used to support evolution is flat out false, and I don't think that teaching things that the general scientist population know is false is good science. I also don't believe that refusing to see this fact is good science. ------------------------- strong in my belief of evolution, but weak in my ability to deliver a clear message of why evolution is just a theory, that theory in science can mean 1,ooo's of investigations pointing to the evolution theory, how it is valuable in teaching biology ------------------------- I think one of the biggest problems is other science teachers who have not reviewed the NSTAs position on Evolution. Many of these take the position that intelligent design is acceptable. ------------------------- I do not currently teach minors, since I am retired. But I have taught all of the subjects listed above over a 37 year period of time. I have BS in Natural Science and Master of Science Teaching (subject matter) degrees. I have undergrad majors in Biology, Chemistry, Physics, Math, Earth Science, & Social Studies, minors in Economics, History, Philsophy & Religion, plus graduate majors in Biology & Chemistry, which I acquired by constantly taking evening, Saturday and summer courses way beyond those required by my district. I had Masters plus 109 semester credits. do not believe in forcing my beliefs on others, nor in denying them. Atheists and agnostics do not seem to hestitate to force their beliefs, or lack thereof, on others. ------------------------- I am a Christian, and it doesn't correspond with my own beliefs. ------------------------- In my experiences in Fl, GA, and SC, there is more pressure to NOT teach Creationism. Evolution is expected to be taught, and Creationism is viewed as religion and therefore not encouraged to be taught. Teachers worry about losing their job if they teach Creationism. This is very unfortunate and causes teachers to present a one-sided view/theory. This survey assumes that all members and science teachers wish to promote the theory of Evolution. ------------------------- need talking points -------------------------

How successful have you been at helping parents and others understand why it is important for students to understand evolution?

Do you feel that you have to de-emphasize or omit the term "evolution" so as not to draw attention to it?

Are you aware of the position taken by the National Academy of Sciences and other top scientific organizations on the teaching of evolution?

Do you know NSTA has a position statement on the Teaching of Evolution?

Have you ever used NSTA's position statement on Evolution?

If so, how?
I have paraphrased points of the position statement during lessons on evolution. ------------------------- Curriculum description ------------------------- To help inform myself, my principal, and department chair, and to refer students and parents to another reference. ------------------------- As information (justification) for parents at Back to School night ------------------------- Just as information to pass out to parents and consulting info with administration. ------------------------- I don't use it directly, but I use the sentiment expressed in a letter to the editor in the "Science Teacher" that gave clear statements supporting the importance and reasons why students must understand but not accept if they choose. I liked his statements and use them as an intro to the evolution unit. If I am ever backed against a wall I will use it directly. I feel strongly about the need for students to understand evolution. ------------------------- would like to have a copy of the current NSTA statement ------------------------- I'll look up the statement after submitting this form. I teach a Sunday School class on the relationship between the Bible and science at a large, very conservative church, and I have lots of "fun" dancing around the evolution issue. Basically my goal is to get people to see that evolution is not a conspiracy by godless scientists to steal their children ... it's how some very smart, hard-working and honest people think that part of the world really works. I do have an issue with statements about evolution that seem too dogmatic. As (basically) a physicist (who knows a little biology), I know we physicists revel in what we don't know, and I think biologists should get into the same mode. Embrace the chaos!!! If somebody starts saying you don't know something, jump on the bandwagon ... admit it and tell them 10 other things you don't know. ------------------------- To explain to college students why any reputable science instructor sticks to provable facts and not wishful "belief" in the teaching of science courses. ------------------------- To help defend my position in teaching evolution. ------------------------- With a graet exploration of it. ------------------------- I have read it, but have had no reason to quote from it or otherwise use it. ------------------------- I have students (teachers and pre-service teachers) review all the NSTA position statements, find two that they disagree with, write what and why they disagree, and describe how they will teach it when it is part of the curriculum. I also refer to the NSTA position statement on Evolution in my own writing. ------------------------- I am on our district's science vertical team. For biology, our objectives state we MUST teach "alternatives" to evolutionary theory. These objectives were developed by fellow teachers. I have pointed out both NSTA's position statement and court decisions stating that ID or creationism is, in fact, religious dogma thinly disguised as science. It has made no difference to our objective list, so I just refuse to teach "alternatives", but other teachers follow the standard objectives. These objectives are district level and DO NOT conform to state curriculum requirements. ------------------------- I showed the position statement along with my state benchmarks to a parent who said that evolution was "erroneous science" and she then called me "unprofessional" to my administrator for showing her the statement and benchmarks. ------------------------- yes, I used NSTA's position in a graduate course on philosophy of education. I teach evolution using the work of Thomas Berry and Brian Swimme who wrote The Universe Story. I try to update with new findings each year. I am in a private school so I don't get as much pressure, I'm sure. ------------------------- NOTE: It is important not to use the word "believe" when discussing evolution. It is better that students and parents "understand" the theory of evolution. Also, beware the use of the term "theory" associated with ID. ID is only in the hypothesis stage of the scientific method, and it is an untestable one at that. ------------------------- no, but what a good idea - thanks! ------------------------- With students who emphatically insist that they do not believe in evolution. ------------------------- I find it interesting that nowhere do you have on this survey anywhere for a teacher to check that they want to include intellegent design along with evoltution to students. Why do you assume that all members of NSTA share your position? It might be rather eye opening to the organization to discover that while many believe in evoltution within a species, they do not accept the evidence of evolution from species to species or the evoltution of a cell as viable. Change over time yes...evoltution of life from raw materials - no. Just wanted to express my view as an NSTA member. ------------------------- workshop ------------------------- In an effort to get students and parents to understand the reason why evolution is the only, current scientific explanation taught. Often have to address intelligent design as being incorrect. ------------------------- Discussion in Graduate Seminar ------------------------- Presented to parents and other teachers as evidence. ------------------------- You are assuming that I do not want to teach creation or intelligent design, so your questions are biased. I teach both creation and evolution and a unit on worldviews in order to help my students discern credible and biased interpretation of data. ------------------------- Gave to Superintendent of Schools and Administrators ------------------------- I know it is there if I ever do need to use it for a reason. ------------------------- Teaching it is not an issue here, but I have compared various statements for my own curriculum development and interest, along with standards and benchmarks. ------------------------- I was a member and heard it at an annual conv. ------------------------- The facts of complexity of life and physical laws which show disorder happens shows the feebleness of man's attempts to deny a creator. ------------------------- I am the Department Chair I used it as part of my in-service on the teaching of Evolution. ------------------------- I approach the Teaching of Evolution with Teaching the Nature of Science first. That enables students to distinquish the difference between science and non science. Thus the scientific explanation for the origin of life v. that of the creationists and intelligent designers. Your issue on the nature of science was very valuable. ------------------------- given to parents ------------------------- In a paper for a graduate course "Critical Issues in Education". I also keep the paper handy in case the subject ever comes up in my department (I am the Science Chair). ------------------------- To show that the NSTA is more committed to defending it's religious faith in evolution rather than hold to a committment to science and exploring all possiblies. To show that the NSTA is NOT committed to teaching true critical thinking skills to their students. This is why I am not a member of NSTA. ------------------------- in science method courses ------------------------- By quoting them as being a backer of evolution and evolutionary theory in biological science. ------------------------- as a handout in class ------------------------- Personal background ------------------------- I have shared it with the entire staff. I am a science educator at the Maryland Science Center. We have a new Dinosaur Mysteries permanent exhibit. At least once a week I get told I am godless or get a polite "I believe a different theory". the position statement gave us a great platform to solidify the science Centers position and yet be respectful of the visitor beliefs. It allowed us to discuss how we all felt and how to deal with visitor coments. We were given a tract one week offering $250,000 reward for proof of evolution. we got on the website, and others. It's to know the "ill informed",not enemy. These guy a really putting out some awful stuff. We feel it is a very important goal to stem the tide and provide good solid science without attacking the visitors values. We get 5-10,000 school children a month. We hope we are giving them a good foundation on earth history-including evoultion without being preachy or anti religion. ------------------------- I have used quotes from NSTA's statement as well as from other prominent biologists in my never-ending quest to explain how science works. NSTA information is often helpful for me and my students as it clearly highlights the major points and continually stresses the unifying theme of evolution in the study of biology- thanks! ------------------------- I give copies of it to every teacher. We live in a Bible belt area of Florida so we yteach the concepts of evolution - gradual change in species over time" without calling it evolution directly. ------------------------- To share with other teachers and graduate students and to inform myself. ------------------------- I have given parents and students a copy of the statement ------------------------- There is no where else to add this, so I will add it here. I personally believe in intelligent design in which natural selection allows for change. I think that die hard evolutionists are ignoring new information in their fear of alternative explanations. As long as all science is based on observable facts then the truth will not be fought. ------------------------- PS: Did you see the scary statistics in the NY Times Sunday magazine (2/20/05, p.15) in which a Times/CBS News poll found that 55% of all Americans polled believed that humans were created in our present form by God? That info gives strong meaning to the adage about "blind faith." ------------------------- Use in convention ------------------------- as a supplement when teaching teachers ------------------------- To undergird my lessons in teaching about evolution. ------------------------- As an Adjunct Professor in a school of education, I teach science curricula to MS/Ph.D level students. I strongly encourage them to join a professional organization (NSTA) And include 'evolution' as a key theme in ALL science courses. ------------------------- I did not know it existed. I will check it out now. ------------------------- I have talked with administrators, students, and concerned parents. Mainly, I try to tell them that evolution is science, and my job is to teach science. I don't teach theology. If I taught at a parochial school or a theology class then those subjects would be relevant. ------------------------- I have told stu dents that they are certainly free to form their own beliefs and to provide evidence that does not support current evolutionary theory, but that they must be able to outline the main points of evolutionary theory ------------------------- Many times. I work for the Evolution Education Research Centre at McGill University. I've used these statements in research proposals, teacher training sessions, defense against creationist pressures, etc. Also, your form does not permit multiple teaching levels or locations. In addition to my work in Montreal, I teach courses at the high school level every summer in the state of Arkansas and at least one course per year at the college level in Portland, Oregon. As a point of clarification about my answer regarding the de-emphasis of the term "evolution", I title my evolution course in Arkansas "Change Over Time" to avoid initial stigma, but after the introductory session, the word is used as it should be. I have one more situation where I don't use the e-word, but the explanation is a bit more involved. Contact me if you'd like further information. E-mail address to follow...cut here if you require anonymity for this survey. jason.wiles@mcgill.ca ------------------------- with honesty and authority ------------------------- Ridicule. Only ridicule. ------------------------- In supporting arguements for emphasizing evolution when students have brought in their church leaders to "correct the error of my thinking" ------------------------- I do not agree with NSTA's statement on evolution! ------------------------- What you don't assume is that I am a creationist. I have no problem discussing evolution, I just don't buy into the origin of life out of nothing by biochemical pathways. ------------------------- to show admin. the stance others take. ------------------------- to show admin. the stance others take. ------------------------- Because I don't agree with it. I believe it is good for students to read Darwin's original writings so that they can read for themselves with Darwin observed -- including his belief that it was part of intelligent design. ------------------------- I have a chemistry degree and worked in the industry for years before I became a science teacher. I teach at NASA's doorstep, and don't understand why have such an oppositional attitude towards intelligent design. Evolution occurs on some levels, but there are definite problems with this theory. ------------------------- Shared it with my department to help the teachers talk about evolution with parents and students. Very helpful to have! ------------------------- In a paper ------------------------- NSTA's position that evolution is a fact which cannot be challenged is just as wrong as using the Bible to scientifically prove Creation. ------------------------- As a former research scientist and university professor, I rely on that experience and the cogent argument presented in the NAS document. Why haven't you asked about positive experiences of support from schools, adminstration, communities, etc? ------------------------- To read as reference. I think that the survey was slightly skewed in that some might feel pressured to teach aspects of evolutionary theory which are less well accepted as for example, natural selection. ------------------------- I read NSTA's position statement as well as the book that was available on your website about teaching evolution. This information helped me formulate my lesson plan so that I could present the material without making students feel as though they needed to "believe in" the theory. Many students seem to have the misconception that if they accept the theory of evolution that they have given up their faith. I think that the info provided by NSTA helped me approach the topic so that students realized that their faith doesn't have to be compromised just because they agree with a scientific theory. ------------------------- I show parents the NSTA position as well as the AAAS position to let them know that the "controversy" about evolution is not a scientific controversy but a political and religious one. That usually helps a great deal. ------------------------- Science Education - Methods class ------------------------- Outside of school. NSTA assumes all of its members and their colleagues are pro-evolution. Biased surveys such as this continue that assumption and makes sure the data fits the hypothesis. You deny an unbiased forum with your position statement. ------------------------- Additional support for teaching evolution. While we do have creationist families, my district is reasonably supportive of our efforts to teach good science. ------------------------- I don't want to feel like I am closing minds when I teach. If I am teaching evolution as a theory I feel creationism, and intelligent design should have equal time. ------------------------- To show the lack of science and position of faith one must have to believe in macro-evolution. How can scientists place macro-evolution as a fact, when it does not even qualify as a theory? Do the research--what does Gould, Patterson, Eldridge, Stanley and others really say when it comes to hard evidence? Is it observable? Can it be repeated and tested? Yet, in the textbooks it is presented as fact. Patterson (British Museum) said it best when he said that one's philosophy and bias determines the course of how the fossil record is interpreted... ------------------------- Your survey is flawed. It appears to be written for teachers who are evolutionists. I'm not. You should have asked me whether I agree with NASTA's statement. I teach in a Christian school that examines the theory of evolution and shows that if there was no creation, it's not a bad theory. Since we teach the Bible as God's word and take him at his word on the idea that if he's god, a six day creation is pretty easy, we don't debate evolution-- we don't need to because we don't believe it. This survey and the statement on evolution comes across as arrogance. I am not in favor of public schools teaching about the creation. That's for the church and families to do. It's religious. On the other hand, why are kids forced to learn biology assuming that evolution is a given? A science teacher that teaches about evolution as a common explanation as to how live came to be has my respect if he or she is also respectful of those who whose faith believe's otherwise. Sorry for the sermon-- but I thought you might use another point of view than your survey was aimed at. Not all members hold to the NSTA position. Stephen Merten NSTA #769221 ------------------------- Just to clarify my own argument for teaching evolution. ------------------------- Always part of my total reasons for the need for a complete and accurate scientifc education. ------------------------- I am the Director of Secondary Education and in describing our district curriculum standards to local BOE and other groups have used the position statement. If KSBOE doesn't do the right thing I may have to bring it out again as to why the district will continue teaching evolution! ------------------------- I do not believe in the stated doctrine of evolution. I teach it so that my students will understand the issues involved. You assume everyone accepts this doctrine--not so. ------------------------- I used that statement with other supporting articles to explain to a parent why creationism should not be taught in a science classroom. ------------------------- The wording of your questions do not allow me to answer correctly. I don't feel "pressure" to teach or not to teach evolution, but my students do question it and ask about creation and intelligent design. I answer them and let them know that I am not trying to change their beliefs. As in any debate, you should know what the opposition says. Student have asked me what I believe, and I truthfully tell them that I believe in Biblical creation. But I make it VERY clear that I present the material on evolution because it is in the State standards so that they can answer questions on the State tests and SATs, etc. I am not there to undermine their faith or change their minds. If they believe in evolution...fine. If not...fine. I have never had any problem with this approach. I will not tell my beliefs unless asked and I never take any kind of poll in my classes or ask what they believe. ------------------------- Just to affirm my belief that it should be taught. I have no problem teaching it as they say in Utah. ------------------------- Informal communication with administration, parents, representatives, Department curriculum review. I have to point out, though, that NO argument has been effective against people who have already made up their mind and don't care to be enlightened or listen to reason. ------------------------- I feel it is my responsibility to understand and instruction my students in all areas of Science and to keep my personal position and NSTA's position out of my classroom. ------------------------- As much as I defend, support, and teach the "official" evolution position, I think it is important to address the "creation of the universe", the "creation of matter" and the "creation of life" as part of the subject matter, in all science classes. Additionally, I think it is important to realize that the ongoing debate between science and religion (as supported by the Bible) should never have been made into an "either/or" choice. If we as scientists would learn to speak "theology", and theologians would learn to speak "science", I firmly believe that the distinction would not be nearly so great. For example, how many people are aware that the Bible talked about "atoms", "ocean currents", "public sewage disposal" and a host of other scientific discoveries long before science first became "aware" of them? Similarly, how many theologians are aware that science "proved" the possibility of a world wide flood similar to that mentioned in Noah's time? Would you do me a favor? Ask someone at the NSTA magazine if they would like to see an article entitled "Science versus Religion-from your point of view" which would discuss the commanility of issue from both sides, and could at the same time point out the importance of teaching "evolution and natural selection" as one of the five great ideas of science. It might also be helpful if we as "teachers" once and for all pointed out that a scientific theory differs from a scientific law in that a "law" can be proven or described mathematically, whereas a "theory" can be proved or described observationally but doesn't have a methematical component. After all, is the "Theory of Gravity", as it is so often described, or the "Law of Gravity", which can be described by Newton's observations? I think if we make room in the classroom for a discussion of "alternate" theories, including NASA's theory that life came from outer space, or the biblical theory that life came from some sort of supreme being (and I would caution such proponents about opening a Pandora's Box for all such theories including those of Hinduism, Taoism, Buddhism, all the American Indian religions and so on), we would find that our "creation" discussion/lessons would cover the entire school year. I deal with the entire issues of both within the first two weeks of school, stress evolution the rest of the year and no one, including the pastors and church officials in my area question it. Oh, by the way, did I mention that I, in addition to being a college graduate with a degree in Biology, am also a liscensed and ordained Baptist minister? I've given the same discussion I give at school in my church and no one questioned it there either. Yours truly Chris Short Kingsville High School Kingsville, Missouri ------------------------- Informal communication with administration, parents, representatives, Department curriculum review. ------------------------- upon discussions with parents attempting to cast doubt on the theory, which occurs every semester. also, in my master's program by some fundamentalists in my classes that are already science instructors here in florida. It's frightening... ------------------------- I BELIEVE THAT THE EVIDENCE FOR EVOLUTION IS WEAK AND NOT SUPPORTED AND SHOULD NOT BE TAUGHT AS FACT AS YOUR STATEMENT STATES. THATIS WHY IT IS CALLED THEORY NOT LAW. ------------------------- I have seen credible evicence on both sides of this issue. Students should be exposed to evidence of both evolution as well as intellegent design ------------------------- I've used it in workshops with teachers who are experiencing pressure to teach Intelligent Design or Creationism. ------------------------- It has provided talking points when dealing with difficult students or parents. ------------------------- I have referred to it when I tell my students why we will be learning about it. ------------------------- I discuss the state of science education and the topic of evolution at the very beginning of the school year and then weave evoltion into every aspect of biology - giving fossil record dates at the beginning of each unit. By the end of school, students are very used to it and no problems arise - but at the start of every year I have my students in an uproar. many do not relate fossils and evolution! Many more do not understand that creationism is not a science and it takes one semester just to drill this into their heads! ------------------------- to inform our own policy on Teaching of Evolution ------------------------- To show that organization as intelligent as NSTA can still be blind to the fact that examining actual facts is part of the scientific process and that if those facts do not support a theory this theory MUST be called into question. ALL theories should be examined for positive and negative points. None should be given "pet" status! Please reflect the attitudes of ALL your members, not just the ones who hold the evolutionary line of doctrine! ------------------------- A information packet was prepared for a principal facing a curriculum challenge surrounding the teaching of evolution in HS biology. The packet included course maps, state standards, and a position statements from NSTA among other information. ------------------------- I've read the pamphlet "The Creation Controversy in the Science Classroom". It has informed how I go about introducing my class to our unit on Human Evolution. I've also read the position statement. I talk to my students prior to the start of our unit (the curriculum developed by SETI and the NSF on Human Evolution) about the difference between science and religion. I tell them science is about interpreting evidence in the physical world and that religion is about the metaphysical world. That you can believe in God AND Evolution. I also tell them to understand anything in biology at a deep level you need to understand how life changes over time. The evidence that gets presented I feel has moved my students in a positive direction with regards to understanding evolutionary theory. Some have come back to me and said it helped them in college. I teach in an urban school with many students who come from a fundamentalist background. ------------------------- To inform the general public of the NSTA's official position. ------------------------- I can't believe this survey is so one sided.... You can't be a scientific society.... YOu are the ones that have given into the pressure to only teach evolution... Not the other way around and you refuse to listen to any other theories. I was thinking of joining this society but now I know that what you say is not based on the scientific theory at all but only feelings. ------------------------- The first item on this survey didn't work, so I'm typing here that I teach AP Biology in a Catholic HS. ------------------------- I have included position statements from NSTA, as well as other groups, to show the widespread support for evolution within education, science, and religion. ------------------------- Your "poll" leaves no room for science teachers who favor including intelligent design as part of a unit on origins. Many teachers and scientists consider ID as a valid theory. The NSTA has been consistently unwilling to even consider alternative theories to the complex issues of origins. I thought scientist were supposed to be more open minded. ------------------------- As part of the committee to develop the science standards for the state of Minnesota ------------------------- NSTA needs to look scientifically at both sides of evolution, regardless of your views on creationism. Evolution has a lot of scientific problems that need to be solved. It is not a fact and never will be. ------------------------- To point out the pervasiveness that the nonscientific thinking of evolution has made in the very core belief system of our most prestigious scientific organizations. ------------------------- As background preparation for conversations with students and administrators. ------------------------- At a parewnt meeting that I was asked to speak at concerning Evolution vs. Intelligent Design (now being required by the OH state board of education) ------------------------- In science department meetings. ------------------------- I am a former teacher from B.C., Canada ------------------------- I have shared it at team meetings. Teaching evolution has not been a problem for me in the last 3 years. ------------------------- As a resource to prepare curriculum. By the way, I actually teach the controversy. Students should hear it all and come to their own decisions based on the evidence. ------------------------- Used it to help draft the Georgia Science Teachers Position Statement on Evolution; referred to it during controversies in our state ------------------------- No spot on here to indicate if we think evolution is a worthless topic, so I am using this spot. ------------------------- In discussions with administrators after fielding parental complaints. ------------------------- I don't agree with it, so I will not use it. ------------------------- It's been used with admin, parents and students. ------------------------- To show that you guys have your head up your ass and you prefer to believe a fairy tale instead of acknowledging the gaping holes in evolutionary theory. This organization's lack of objectivity and higher order thinking ability amazes me. Then again, NSTA is anotherl part of the left wing conspiracy. ------------------------- I have made a handout with this statement and statements by major religions accepting biological evolution. I hand this out when the issue becomes contentious. I have found that this is usally not necessary when I cover genetics prior to discussing evolution. ------------------------- I created a handout on Evolution vs. Creationism to define terms and view things objectively, emphasizing the controversy is within religion, not within science. I also emphasize that science is not a "belief" system compared to an act of faith in religion. Science strives to prove itself false. I also did a review of "Evolution vs. Creationism" book on the Amazon.com web site and refer people to the site. ------------------------- Used it to butress my stance ------------------------- To expose the narrow-minded unscientific position of the NSTA. How about reading the editorial in the Feb. 28, 2005 issue of The Scientist entitled "Intelligent Design and Informed Debate"! ------------------------- How request support of Administration for my position to teach evolution ------------------------- How request support of Administration for my position to teach evolution ------------------------- Along with materials from "Voices for Evolution" ------------------------- Informing teachers why the teaching of evolution, change over time, is critical in the understanding of science concepts and evolutionary patterns, including DNA, ecological balance, and patterns of anatomy, classification, and speciation. ------------------------- Simply as a statement backed by the scientitifc community ------------------------- Identified on website as to the organizational premise for teaching evolution and as a source of links to sites that try to educate the general populace ------------------------- To help people understand that the definition of science excludes any discussion of ID--no matter whether it makes sense or not. Your dogmatic defense of evolution belief (including the wording of these questions) makes me want to end my membership in NSTA. Let the ID debate be discussed in classrooms and if it is not defensible, it will die a quiet death. ------------------------- I have explained it to students, but they dismiss it. My fundamentalist students are apprehensive about science in general, particularly the courses where evolution is explicitly taught. ------------------------- just to refresh/prepare myself before teaching the unit :) ------------------------- I teach an orientation workshop for beginning science teachers each summer. I make several of NAST's position statements available to them, including the one about Evolution. ------------------------- To assist with the development of our (the Michigan Earth Science Teachers Association) position statement on the teaching of evolution. ------------------------- I used to teach biology and am now a librarian. I read the NSTA statement one time to one of my preAP biology classes. ------------------------- General statement. The political influence is one that is not addressed in this survey. By that I mean the election of school board members and others who openly run on a "no evolution" platform. To me, it is critically important to address this. ------------------------- My student's must research a variety of positions on evolution. ------------------------- when talking to concerned parents and during presentations to local teachers concerned about teaching evolution ------------------------- Comment: part of the problem here is that people who should know better, including the science community, persist in talking about the "theory of evolution". It is not a theory, it is an evident fact; the theory that so many are arguing about is Darwinian "natural selection". If we would get it right ourselves, there would be a lot less trouble! ------------------------- In public talks. ------------------------- to guide my practice ------------------------- This survey is biased toward the assumption that i would not choose to teach intelligent design or creationism in my classroom. for instance, i do not feel "pressure" to teach creationism, instead i freely decide to explore the possibility that we are created beings! i do know that NSTA has a position on the teaching of evolution---AND i heartily disagree with it! ------------------------- provided it to parents ------------------------- In the development of curriculum materials, in numerous workshops for teachers, and in discussions with school boards, publishers, state adoption committees, and creationists ------------------------- I used NSTA's position statement and ASTA's position statement before I start my discussion and lecture on evolution. We also discussion what science is and is not, and what religion is and is not. ------------------------- I have used it to support my own position on the teaching of evolution. ------------------------- To encourage other teachers to not omit evolution from their teaching. ------------------------- I feel that evolution and many other theories in science and history should be taught with all theoies covered equally and let the students study and decide for themselves which theory works the best for their believes. All information, not just one. ------------------------- What a tainted survey!! These are very leading, one-sided questions. There is no room for an opinion that doesn't support evolution. On the contrary, I feel pressure to teach only evolution and pressure from the administration to ignore the lack of scientific evidence that surrounds evolution. It takes a lot of faith to believe humans evolved from a primordial goo and the science does not support that. I'm tired of trying to lie to students that the evidence is clear, because it is not. Microevolution is a fact, but it does NOT support macroeveolution. ------------------------- In course planning. ------------------------- This is a biased survey. It assumes that the teacher believes evolution is important for students to know. It doesn't ask me whether I feel that evolution is important for students to understand. I personally do not believe in evolution (as it is taught.) However, I feel it is important for students to understand what the theory of evolution says as well as what it does not say. It is also important for students to understand the problems with the theory of evolution so theyt can make their own, informed, decision. ------------------------- Not in any direct way, but I have used the ideas in various discussions. ------------------------- K-12 Alliance Cadre - teaching life science content to elementary school teachers ------------------------- Not Specifically --but I do regularly use a rationale statement that is very similar to the positions of the NSTA, NAS, and NABT. ------------------------- Included in preface to Major Instructional Goals ------------------------- For our administrator that is pushing intelligent design. He did some rethinking after given the position statement. ------------------------- I provide it as a resource for students in my syllabus. ------------------------- General discussion with parents and administrators ------------------------- with parents who do not understand scientific inquiry ------------------------- NSTA should get on board a fast moving train and begin to change their paradigm. "Of Pandas and People" should be offered in your catalogue. The basics of science says that as new information is forthcoming, theories change. I agree with Behe. It's too much!! Macroevolution could not explain! There must be another mechanism. ------------------------- I teach science methods to students training to be secondary teachers - each year we use your materials (and others) to help prepare them to teach evolution and to better handle questions/concerns from parents. ------------------------- to formulate my own strategy for dealing with questions about why I teach evolution ------------------------- see comments above ------------------------- see comments above ------------------------- I don't agree with it. It does not come with any more clout than any other group's position. ------------------------- Other Comment: I teach at an independent school affiliated with the Episcopal church. Ironically, it is at this church school that I feel I have the most freedom and support to teach the theory of evolution. Arkansas public schools experience the wrath of the religious right through parents, teachers, and administrators when it comes to the topic of evolution. ------------------------- I used it when a fellow biology teacher wanted to include his version of "intelligent design" in the district's curriculum. ------------------------- Please share NSTA's position on the Teaching of Evolution.....as well as the National Academy of Sciences adn other top scientific organizations on the teaching of evolution. ------------------------- to point out the dogmatism that is ever increasing among Darwinists. ------------------------- discussing with parents and students trying to explain the nature of science ------------------------- District course review and development of district standards and benchmarks. ------------------------- I have distributed the NSTA position statement to the science teachers in my district who are charged via the written district curriculum and PA State Science/Technology Standards with teaching evolution. They find reassurance in the fact that court law and prior legal decisions favor the inclusion of evolution and the exclusion of ID. However, your readership must also be awrae of the challenge to the teaching of evolution in the Dover School District in PA. It is my understanding that that case will heard sometime in the fall and we all anxiously await that decision. ------------------------- In discussion with colleagues. ------------------------- To help clarify my own position for myself so that I can better explain to my students why we study the theory of evolution rather than any of the of the faith-based beliefs about the origins of life on earth. ------------------------- Assigned paper on position statements from professional organizations ------------------------- Defense of why evolution should be included in a biology curriculum. ------------------------- I used to present a rationale for teaching evolution at the beginning of the evolution unit, which included excerpts from the NSTA position statement. However, now the state EALRs and GLEs specifically require evolution to be taught, so I use them for a rationale. ------------------------- In class and as a reference for paretns and students. ------------------------- with less secure colleagues ------------------------- I have presented it (and the NABT statement) with our curricular outlines to the appropriate administrators whenever we update the biology curriculum. ------------------------- Presented it along with a list of other position statements from scientific organizations ------------------------- Don't know for sure what it is. ------------------------- Consider adapting to growing scientific evidence that the bible is true and to also create a "position statement" on Creationism. We want to teach NOT what WE believe to be true, but rather how to evaluate the evidence and apply the scientific method we teach them. The conclusion of what to believe based on this evidence, should always be left to the student. To exclude Creationism is irresponsible, doing our students a disservice, and is a major reason why parents are pulling their kids out of the public school system. Think about it! ------------------------- as information to parents et al ------------------------- not directly; collectively along with other scientific evidence in defense of the theory ------------------------- In my conversations with "creationist" parents as to why evolution, and not creationism, is taught in public education science classes. ------------------------- I provide copies to K-12 teachers with whom I work, to support their efforts ------------------------- In discussing our treatment of the process of biology ------------------------- For my own information and background. ------------------------- I present all sides equally out of my own volition, showing the pitfalls of each. ------------------------- about 4 years ago, there was an attempt by a parent to force to "intelligent design"/creationism books in the high school library by offering them as a gift. Ultimately the issue went to the Board of Education, which supported the High School Librarians' position that the materials did not support the curriculum. A large majority of the HS science teachers supported the HS Librarians. ------------------------- reference material for students ------------------------- What is NSTA's position? How can one side be taught without other theories. What about the alien life theory? Do you require that students be taught that we came from other alien life in the universe??? ------------------------- Gave it to administrator after parent complaint. ------------------------- I teach pre-service teachers, so have referred to the statement. I have also shown them state benchmarks, and let them know they will be teaching evolution to their students. Administrators do not like controversy, so at times, they have asked not to include, or to scale back evolution emphasis. Homeschoolers who have their first introduction to a social environment in college ask "creationist" questions in class, and politely challenge evolution evidence. Local religious groups have also challenged. The local paper has two or three letter regarding each week. Pre-service teachers often feel they are being asked to change their religious beliefs, and feel uncomfortable discussing evolution. Parents of college students sometimes weigh in on the discussion by sending e-mail, or phoning, when they think their religious authority over their child is being usurped. In more than 25 years of teaching, the controversy has never completely gone away, it only waxes and wanes. Since the current federal administration, it seems to have intensified, with a "mandate" for religious fanatacism being approved by "vote" through the federal election. ------------------------- Used it in a department meeting. The motion was turned down because one fundamentalist did not like the language! ------------------------- Explained the national teachers' association viewpoint on the subject. ------------------------- I find it interesting that all your questions have the word pressure in them. I am not pressured and have the full support of the parents to teach all science theories to my students. This questioneer does not address the full problem. It points to only one possible answer: evolution. As a teacher and scientist I find your questioneer rather insulting! ------------------------- In workshops and presentations to teachers. ------------------------- NSTA website and publication, Evolution in Perspective ------------------------- To explain to students how real-time scientists must use scientific theories to explain their reasoning ------------------------- All of my preservice teachers read the NSTA position statement. ------------------------- I have used the position statement for my own edification. Also, our state has a position statement and I have used that when fielding questions about the teaching of evolution. Our curriculum in the middle grades deals with Charles Darwin, natural selection, and change over time. We do not teach human evolution as it is not part of our state's curriculum framework. If it were -- we would teach it! By the way -- I am in charge of the curriculum for 28,000 middle schoolers in our large suburban county so I know exactly what is being taught (I write most of it). Keep up the good work -- we can't let the teaching of science --real science -- be subverted by people with a hidden agenda or those who allow belief rather than facts to form the basis of their decisions. ------------------------- I have used creationism & intelligent design along with evolution in my science classes. I have never had a problem, either from the students, parents, administrators or other science teachers about the way I included it, which respects the intelligence of my students and colleagues. Denial of intelligent design would be to give in to atheists, agnostics, and others who have their own agenda on this matter. They insult me and everyone else who believes in reading the First Amendment the way it is written, which is in English, which includes: "...of religion, or abridging the free excercise thereof..." One of the basic principles of science is that of "cause and effect". Something - an effect- cannot happen without a cause. To say that the universe came into existence by itself, out of nothing, and that the principles governing the universe, including energy and matter, "just happened" without a cause, is an insult to thinking human beings - and to true science. ------------------------- It is used as a guide for teachers new to the district with concerns about teaching evolution. ------------------------- test -------------------------