Scientific Experts and the Controversy about Teaching Creation/Evolution in the UK Press

Autor/in	Allgaier, Joachim
Titel	Scientific Experts and the Controversy about Teaching Creation/Evolution in the UK Press
Quelle	In: Science & Education, 19 (2010) 6-8, S.797-819 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-009-9195-5
Schlagwörter	Creationism; Foreign Countries; Science Education; Expertise; Case Studies; Public Opinion; Evolution; Science Instruction; Science and Society; Scientific Concepts; Theories; Controversial Issues (Course Content); Mass Media Effects; Mass Media Role; United Kingdom + Suchen Sie Ihr Suchwort? Schöpfungstheologie; Ausland; Naturwissenschaftliche Bildung; Expert appraisal; Case study; Fallstudie; Case Study; Öffentliche Meinung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Theory; Theorie; Controversial issues; Kontroverse; Großbritannien
Abstract	The issue whether creationist accounts of the origins of life should be taught in science education alongside or even instead Darwin's theory of evolution is controversial in many countries. In 2002 there was a controversy around teaching creationism in science classes at a secondary school in England. The research presented in this paper uses this controversy around teaching creationism/evolution as case study to find out more about the public representation of science education. Here it focuses on the question who the experts were that appeared in the press coverage and examines the role of scientific experts in this controversy. Expertise is a key resource in many public controversies involving science and can also have an impact on decision-making processes and on the public opinion. Also the way expert sources are presented in media accounts of socio-scientific controversies can have an effect on how their credibility is perceived and the arguments being made. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10