An Evolving Controversy: The Struggle to Teach Science in Science Classes

Autor/inn/en	Berkman, Michael; Plutzer, Eric
Titel	An Evolving Controversy: The Struggle to Teach Science in Science Classes
Quelle	In: American Educator, 36 (2012) 2, S.12-17 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0148-432X
Schlagwörter	Evidence; Evolution; Biology; Climate; Science Instruction; Science Teachers; Theories; Preservice Teacher Education; Preservice Teachers; Controversial Issues (Course Content); Religion; Religious Factors; Secondary Education; Pedagogical Content Knowledge; Scientific Concepts + Suchen Sie Ihr Suchwort? Evidenz; Biologie; Klima; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Theory; Theorie; Lehramtsstudiengang; Lehrerausbildung; Controversial issues; Kontroverse; Sekundarbereich; Pädagogische Kompetenz
Abstract	Although the level of controversy varies from one community to the next, biology teachers across the United States struggle to teach evolution. Some face pressure to teach both religious and scientific theories of human origins; others did not have adequate coursework on evolution during teacher preparation. As a result, many biology teachers are minimizing controversy, but also--often unintentionally--minimizing students' comprehension of the scientific evidence and consensus on evolution. The authors concur with the National Center for Science Education that "the most effective way for scientists to help to improve the understanding of evolution" is at the pre-service level. Simply requiring a pre-service course in evolution is likely to provide cautious but well-intentioned teachers with the tools to address and minimize pressure from their communities with a greater degree of confidence. They hope that educators will be supported by their administrators and community members so they can teach evolution, climate change, the antiquity of the universe, and any other socially controversial subject with the same commitment to scientific accuracy as when they teach other topics in science. (Contains 36 endnotes.) (ERIC).
Anmerkungen	American Federation of Teachers. 555 New Jersey Avenue NW, Washington, DC 20001. Tel: 202-879-4400; e-mail: amered@aft.org; Web site: http://www.aft.org/newspubs/periodicals/ae
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10