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Teaching About Evolution and the Nature of Science (St. in Social and Political Theory; 19)

by National Academy of Sciences (Author)

13

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Today many school students are shielded from one of the most important concepts in modern science: evolution. In engaging and conversational style, Teaching About Evolution and the Nature of Science provides a well-structured framework for understanding and teaching evolution.

Written for teachers, parents, and community officials as well as scientists and educators, this book describes how evolution reveals both the great diversity and similarity among the Earth's organisms; it explores how scientists approach the question of evolution; and it illustrates the nature of science as a way of knowing about the natural world. In addition, the book provides answers to frequently asked questions to help readers understand many of the issues and misconceptions about evolution.

The book includes sample activities for teaching about evolution and the nature of science. For example, the book includes activities that investigate fossil footprints and population growth that teachers of science can use to introduce principles of evolution. Background information, materials, and step-by-step presentations are provided for each activity. In addition, this volume:

Presents the evidence for evolution, including how evolution can be observed today.
Explains the nature of science through a variety of examples.
Describes how science differs from other human endeavors and why evolution is one of the best avenues for helping students understand this distinction.
Answers frequently asked questions about evolution.

Teaching About Evolution and the Nature of Science builds on the 1996 National Science Education Standards released by the National Research Council?and offers detailed guidance on how to evaluate and choose instructional materials that support the standards.

Comprehensive and practical, this book brings one of today's educational challenges into focus in a balanced and reasoned discussion. It will be of special interest to teachers of science, school administrators, and interested members of the community.

ISBN-10

0309063647
ISBN-13

978-0309063647
Publisher

National Academies Press
Publication date

May 6, 1998
Language

English
Dimensions

8.56 x 0.32 x 10.92 inches
Print length

152 pages
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Product details

Publisher ‏ : ‎ National Academies Press (May 6, 1998)
Language ‏ : ‎ English
Paperback ‏ : ‎ 152 pages
ISBN-10 ‏ : ‎ 0309063647
ISBN-13 ‏ : ‎ 978-0309063647
Item Weight ‏ : ‎ 15.4 ounces
Dimensions ‏ : ‎ 8.56 x 0.32 x 10.92 inches

Best Sellers Rank: #3,139,502 in Books (See Top 100 in Books)
- #2,013 in Science & Technology Teaching Materials
- #3,675 in Education Assessment (Books)
- #5,821 in Biology & Life Sciences

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Chris P

Clear and Concise

Reviewed in the United States on January 29, 2014

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This is a very common and reliable source for information on evolution. It provides a solid framework of understanding but by no means should be taken as a definitive source in addressing evolutionary criticism. I recommend that critics looking for more exhaustive content read more detailed books on evolutionary biology or consider reviewing research papers in the field. Realize that this book is geared towards educators, not critics. However, the nature of science and basic terminology are often overlooked if not consciously ignored by anti-evolutionists, so it's extremely important that the semantics and methods of science be understood (something which this book outlines very well). It's also entirely unreasonable to be critical of outdated or downright wrong material in science. If stronger evidence is presented to explain a behavior in the natural world, we readily adjust our scientific understanding to accommodate that evidence. Science never claims to be "right" in its explanations, and it continues to puzzle me why this draws criticism. There would be considerably more issues if science never adjusted to new evidence. Our current understanding of natural selection and evolution is the best supported understanding. There is no hidden agenda. It is simply science, and this book explains that very clearly.

3 people found this helpful

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C

Perfect book for teaching biology

Reviewed in the United States on June 6, 2020

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Evolution is the foundation of biology and everyone should understand it.

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Nimal

A very useful reference for biology and science teachers

Reviewed in the United States on June 16, 2013

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This little book is easy to understand, but covers a sufficient breadth about science and the scientific method.

This addresses some issues raised by pseudo science advocates.

A good book on biological evolution and the scientific method.

3 people found this helpful

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SnailLady

Excellent resource for teaching!

Reviewed in the United States on September 2, 2008

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This book is an excellent book aimed at helping K-12 school teaching understand and teach evolution. It includes exercises on the scientific method, natural selection, and more. It also includes information for teachers that have never taught the subject and may have questions about teaching evolution.

6 people found this helpful

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TCW

Five Stars

Reviewed in the United States on July 9, 2014

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Great ideas for teaching inquiry-based evolution.

3 people found this helpful

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Dr. Jonathan Sarfati

Atheistic indoctrination of our young disguised as �science�

Reviewed in the United States on December 10, 1999

This book is specifically aimed at showing schoolteachers how to indoctrinate their students in particles-to-people evolution.
The authors pretend that they are not hostile to `religion', realising that overt atheism would repulse most readers. But there are still subtle digs at Bible-believing Christians. Even more significant is the list of overtly atheistic books in the `recommended reading' section. For example, Dawkins' `The Blind Watchmaker', which explicitly states that Darwin made it possible to be `an intellectually fulfilled atheist' as he says he is; Dennett's `Darwin's Dangerous Idea', which praises the `universal acid' of Darwinism, eating away `just about every traditional concept', and says that religions should be caged like dangerous wild animals; many books by the humanist publisher Prometheus Books.
As astute commentators like Phillip Johnson have noted, the common strategy of the leading evolutionary propagandists is to dull people into compromise positions like `God might have used evolution', but then make sure people, once sucked in, find out what evolution really means. They must have a good laugh at the gullibility of compromising men of the cloth, just like Lenin with his `useful idiots' in the West.
A recent survey published in the leading science journal Nature conclusively showed that the National Academy of Science, the producers of `Teaching about Evolution ...', is heavily biased against God, rather than religiously unbiased. [E.J. Larson and L. Witham, The sole criterion for being classified as a `leading' or `greater' scientist was membership of the NAS.] A survey of all 517 NAS members in biological and physical sciences resulted in just over half responding. 72.2 % were overtly atheistic, 20.8 % agnostic, and only 7.0 % believed in a personal God. Belief in God and immortality was lowest among biologists. It is likely that those who didn't respond were unbelievers as well, so the study probably underestimates the level of anti-God belief in the NAS. The percentage of unbelief is far higher than the percentage among U.S. scientists in general, or in the whole U.S. population.
Commenting on the professed religious neutrality of `Teaching about Evolution ...', the many outstanding members of this academy who are very religious people, people who believe in evolution, many of them biologists." Our research suggests otherwise.'
The atheistic bias of NAS is reflected in the many scientifically inaccurate and even misleading comments in this book. It's not surprising, since Alberts himself has prominently cited Haeckel's forged work on embryonic drawings in his `Molecular Biology of the Cell', Garland, NY, 1994, pp. 32-33, although to be fair to him, this century-old fraud wasn't fully exposed till after that book was written.
Less excusable is the diagram of the alleged transitional forms between land mammals and whales. This displays all the animals at the same size, and neglects to inform its readers that the last animal is ten times longer than the first! There are also deceptive straw-man caricatures about what creationists really believe.
My own book, `Refuting Evolution', was written to counteract the misinformation in this book, in a number of areas, as well as giving a concise statement of the creationist view, which the atheistic élites want to censor. I discuss facts and bias, pointing out that facts never speak for themselves, but are always interpreted via a framework, and that atheists are just as biased as creationists. The examples of variation within a kind presented by Teaching about Evolution ... have *nothing to do* with particles-to-people evolution. `Teaching about Evolution ...' persistently misrepresents creationists of believing in fixity of species. But creationists don't deny change per se, merely changes which increase the genetic information content, as particles-to-people evolutionary dogma requires but real, empirical, information theory denies.
There are also chapters on birds and whales, going far deeper than the simplistic treatment in `Teaching about Evolution ...', showing that they are exquisitely designed. For example, evolutionists still have no explanation for how the unique bird's lung, with air sacs, parabronchi and a counter-current exchange system, could have evolved from the bellows-type reptilian lung.
The astronomy and age of the earth chapters tackle the erroneous big bang and billions-of-years arguments, pointing out key problems that the NAS doesn't want schoolchildren to know about.
A chapter on the fossil record documents that the links are still missing. `Teaching about Evolution' contains a gleeful article by the evolutionist (and atheist) E.O. Wilson, `Discovery of a Missing Link'. He claimed to have studied `nearly exact intermediates between solitary wasps and the highly social modern ants'. But another atheistic evolutionist, W.B. Provine, says that Wilson's `assertions are explicitly denied by the text.... Wilson's comments are misleading at best.'
The last chapter defends the design explanation as legitimate, in contrast to Teaching about Evolution ...' which rules it out a priori (i.e. as a dogma, before even examining the evidence).

28 people found this helpful

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Joseph C. Mitro

Lack of significant evidence from the "experts"

Reviewed in the United States on August 11, 2005

I bought this book from the so-called "experts" expecting to learn a lot of scientific evidence and support for evolution and natural selection, having a scientific education myself. Instead the text was quite vague, generalized, and full of unproven rhetoric which the authors claimed was fully scientific. Ironically, despite the authors' claim of knowledge of the scientific method, their work provided me with very little genuine scientific evidence of evolution.

12 people found this helpful

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