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Edited by: Rodger W. Bybee
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$3.96 - Member Price
$4.95 - Nonmember Price
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http://www.nsta.org/store/product_detail.aspx?lid=amzn&id=10.2505/9780873552349 4.95 Evolution in Perspective: The Science Teacher's Compendium http://www.nsta.org//images/products/shrinked/140/PB181X.jpg
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2004 Winner AEP Distinguished Achievement Award |
Details
| Type of Product: | NSTA Press Book (also see downloadable PDF version of this book) |
| Publication Date: | 1/1/2004 |
| Pages: | 97 |
| Stock Number: | PB181X |
| ISBN: | 978-0-87355-234-9 |
| Grade Level: | Middle School, High 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.
[Read the full review] |
Description
If ever a subject could benefit from a strong dose of perspective, it’s evolution. This important new book supplies the necessary insights by bringing together the views of leading scientists, professors, and teachers. Working from the premise that only those students whose schools teach them about the nature of science will truly understand evolution, the collection gathers 12 influential articles first published in the NSTA member journal, The Science Teacher.
The articles fall into three categories. The Scientific Perspective explores the evidence supporting evolution. The Educational Perspective looks at evolution’s place in the National Science Education Standards and at the thorny problem of calling evolution a “theory.” The Science Teacher’s Perspective moves into the classroom, discussing lesson plans that allow students to explore evolution and draw their own conclusions. Also included is the recently revised NSTA Position Statement on Evolution.
This collection comes from, and is developed for, the people on the front lines—educators who deal with the controversy over evolution every day. From a practical standpoint, the book can help you address the subject in the classroom without being dragged into endless, ultimately unproductive debate. From a substantive standpoint, it provides a remarkable overview of the state of teaching evolution in America.
Ideas For Use
Written by influential scientists, professors, and classroom teachers, the articles explore the evidence supporting evolution, evolution’s place in the National Science Education Standards, and lesson plans that let students explore evolution and draw their own conclusions.
Additional Info
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Science Discipline:
(mouse over for full classification)
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Biological evolution
Earth system evolution
Universe origin
Scientists and inventors
Mammals
Symbiosis
Adaptations
Natural selection
Newton’s laws of motion
Science process skills
Genetics
Biodiversity
Fungi
Bacteria
Plants
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| Intended User Role: | Curriculum Supervisor, High-School Educator, Middle-Level Educator, Teacher |
| Educational Issues: | Assessment of students, Classroom management, Curriculum, Educational research, Inquiry learning, Learning theory, Teacher content knowledge, Teacher preparation, Teaching strategies |
Contents
Foreword
“Turn on” the evolution light bulb
Janet Gerking
Introduction
Evolution in perspective
Rodger W. Bybee
NSTA Position Statement
The teaching of evolution
Section I - THE SCIENTIFIC PERSPECTIVE
Arguing for Evolution
Francisco J. Ayala
(February 2000)
Evidence for Evolution
G. Brent Dalrymple
(October 2000)
Thought Patterns in Science & Creationism
Understanding the vast difference between creationism and evolutionary theory
John A. Moore
(May 2000)
Section II - THE EDUCATIONAL PERSPECTIVE
Evolution and the Nature of Science
A National Science Education Standards perspective
Rodger W. Bybee
(Special for this compendium)
Do Standards Matter?
How the quality of state standards relates to evolution instruction
Randy Moore
(January 2002)
Evolution: Don’t Debate, Educate
Teach inquiry and the nature of science
Rodger W. Bybee
(October 2000)
It’s Not Just a Theory
Why teachers need to address the nature of science and the “hidden” curriculum
DeWayne A. Backhus
(April 2002)
Evolution and Intelligent Design:
Understanding the issues surrounding evolution and intelligent design and dealing
with the controversy
John R. Staver
(November 2003)
Section III - THE SCIENCE TEACHER’S PERSPECTIVE
Attitudes Toward Evolution
Membership in professional organizations and standards use are associated with strong evolution teaching
Jeffrey Weld and Jill C. McNew
(December 1999)
Investigating Island Evolution
A Galapagos-based lesson using the 5E instructional model
Anthony V. DeFina
(February 2002)
Searching for the Perfect Lesson
Teaching evolution to a diverse biology class
Susan Stone Plati
(December 2001)
Comparing Common Origins
Using biotechnology to teach evolution
John McLaughlin and George Glasson
(November 2001)
Symbiosis: An Evolutionary Innovator
Blurring the concept of individuality, symbiosis tangles the phylogenetic trees
Emily Case
(April 2003)
A Teaching Guide to Evolution
Discovering evolution through molecular evidence
Thomas G. Gregg, Gary R. Janssen, and J.K. Bhattacharjee
(November 2003)
Appendix: List of Contributors
Index
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National Standards Correlation
This resource has 14 correlations with the National Standards.
[HIDE CORRELATIONS]
- Physical Science
- Motion and Forces
- Objects change their motion only when a net force is applied. Laws of motion are used to calculate precisely the effects of forces on the motion of objects. (9-12)
- Life Science
- The cell
- The process of photosynthesis provides a vital connection between the sun and the energy needs of living systems. (9-12)
- History and Nature of Science
- Science as a human endeavor
- Individuals and teams have contributed and will continue to contribute to the scientific enterprise. (9-12)
- Nature of scientific knowledge
- Explanations on how the natural world changes based on myths, personal beliefs, religious values, mystical inspiration, superstition, or authority may be personally useful and socially relevant, but they are not scientific. (9-12)
- Content Standards
- Quality Teaching
- Deepens educators’ content knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards, and prepares them to use various types of classroom assessments appropriately. (NSDC)
- Teaching Standards
- Teachers of science guide and facilitate learning. In doing this, teachers
- Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science.
- History and Nature of Science
- Historical perspectives
- Nature of science
- Life Science
- Diversity and adaptations of organisms
- Molecular basis of heredity
- Populations and ecosystems
- Earth Science
- Origin and evolution of the earth system
- Origin and evolution of the universe
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