Details
| Type of Product: | NSTA Press Book (also see downloadable PDF version of this book) |
| Publication Date: | 1/1/2000 |
| Pages: | 56 |
| Stock Number: | PB069X2 |
| ISBN: | 978-0-87355-184-7 |
| Grade Level: | Elementary School, High School, Middle School |
Our reviewers—top-flight teachers and other outstanding science educators—have determined that this resource is among the best available supplements for science teaching.
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Description
In the debate over creationism, you need ammunition that will let you respond to the opposition in a forceful but reasoned manner. This is it. Organized into three practical parts, The Creation Controversy arms you with insights into modern science and the Book of Genesis, effective strategies for teaching evolution and other controversial topics, and the NSTA Position Statement on Evolution.
Additional Info
| Intended User Role: | Curriculum Supervisor, Elementary-Level Educator, High-School Educator, Middle-Level Educator, Teacher |
| Educational Issues: | Classroom management, Curriculum, Educational research, Inquiry learning, Instructional materials, Learning theory, Professional development, Teacher content knowledge, Teaching strategies |
Contents
Foreword
Modern Science and the Book of Genesis
•Creationism and Teachers
•Religious Science? Scientific Religion?
•How Knowledge Has Evolved Through Time
•Fundamentalism and Fundamentalist Religion
•What the Bible Teaches
•The Genesis of Genesis
•External Evidence
•Internal Evidence
•About Documentary Hypothesis
•The Age of Earth as Interpreted from the Bible
•New Data: Evidence from the Earth
•Evidence from the Creatures
•Creationism versus Science
•Creationism: The Appeal to Authority
•Science: The Appeal to Evidence
•Two Kinds of Knowledge
•Notes
•References
Effective Strategies for Teaching Evolution and Other Controversial Topics
•Problems That Arise from Traditional Pedagogy in Science
•Didactic pedagogy and passive learning lead to limited and temporary understanding of science
•Problems That Arise from Traditional Content and Curricula in Science
•We often appear to present all topics in science as equally well supported
•In “covering the material,” we often present just the conclusions, leaving out the underlying critical thinking
•Often, we do not help students learn to compare the strengths of disparate scientific ideas
•We often use words in ways that are contradictory to common usage
•Two Problems That Arise from Outside Traditional Pedagogy and Content
•Public controversies usually rest on disagreements about consequences
•Students often want us to just tell them what to memorize
•Summary
•Notes
•References
An NSTA Position Statement: The Teaching of Evolution
•Introductory Remarks
•The Nature of Science and Scientific Theories
•Evolution as a Unifying Concept
•Creationism
•Legal Isses
•References
Recommended Readings
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