Education's Missing Link: How Private School Teachers Approach Evolution

Autor/in	Schulteis, Michael W.
Titel	Education's Missing Link: How Private School Teachers Approach Evolution
Quelle	In: American Biology Teacher, 72 (2010) 2, S.91-94 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-7685
Schlagwörter	Science Teachers; Biology; Science Instruction; Educational Research; Secondary School Teachers; Teaching Methods; Disproportionate Representation; Controversial Issues (Course Content); Parochial Schools; Evolution; Private Schools + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Bildungsforschung; Pädagogische Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Controversial issues; Kontroverse; Konfessionsschule; Private school; Privatschule
Abstract	Over 5 million students and 28,000 schools are consistently marginalized or left out of statistics that describe evolution and science education. Although they are relatively few in number compared with their public school counterparts, the millions of students and hundreds of thousands of teachers in private schools need to be counted in research about teaching and learning in the biology classroom. Assumptions have been made about how teachers in these often religious schools teach evolution, but do we have verifiable data? Could teachers in these schools be similar to those in public schools in their teaching of evolution, or is there a silent undercurrent that has not been detected? It is the purpose of this study to reveal more about this underrepresented segment of the population of science teachers. (As Provided).
Anmerkungen	University of California Press. 2000 Center Street Suite 303, Berkeley, CA 94704. Tel: 510-643-7154; Fax: 510-642-9917; e-mail: customerservice@ucpressjournals.com; Web site: http://www.ucpressjournals.com/journal.asp?j=abt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10