Teaching About Evolution and the Nature of Science

152 Pages·1998·4.16 MB·English

http://books.nap.edu/catalog/5787.html
T E A C H I N G A B O U T
E V O L U T I O N
A N D T H E
N A T U R E O F
S C I E N C E
NATIONAL ACADEMY PRESS
Washington,DC
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ii•
NATIONAL ACADEMY PRESS 2101 Constitution Avenue, NW Washington, DC 20418
The National Academy of Sciences is a private, nonprofit, self-perpetuating society of distin-
guished scholars engaged in scientific and engineering research, dedicated to the furtherance
of science and technology and to their use for the general welfare. Upon the authority of the
charter granted to it by the Congress in 1863, the Academy has a mandate that requires it to
advise the federal government on scientific and technical matters.
Library of Congress Cataloging-in-Publication Data
Teaching about evolution and the nature of science / [Working Group on
Teaching Evolution, National Academy of Sciences].
p. cm.
Includes bibliographical references and index.
ISBN 0-309-06364-7 (pbk.)
1. Evolution (Biology)—Study and teaching. 2. Science—Study and
teaching. I. National Academy of Sciences (U.S.). Working Group
on Teaching Evolution.
QH362.T435 1998
576.8′071—dc21 98-16100
CIP
Printed in the United States of America
Copyright 1998 by the National Academy of Sciences. All rights reserved.
Teaching About Evolution and the Nature of Scienceis available for sale from the
National Academy Press, 2101 Constitution Avenue, NW, Box 285, Washington, DC 20055.
Call 1-800-624-6242 or 202-334-3313 (in the Washington Metropolitan Area).
The report is also available online at www.nap.edu/readingroom/books/evolution98
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•iii
WORKING GROUP ON TEACHING EVOLUTION
Donald Kennedy (Chairman) John Moore
Bing Professor of Environmental Studies Professor Emeritus of Biology
Stanford University University of California
Stanford, California Riverside, California
Bruce Alberts Eugenie Scott
President Executive Director
National Academy of Sciences National Center for Science Education
Washington, DC El Cerrito, California
Danine Ezell Maxine Singer
Science Department President
Bell Junior High School Carnegie Institution of Washington
San Diego, California Washington, DC
Tim Goldsmith Mike Smith
Department of Biology Associate Professor of Medical Education
Yale University Mercer University School of Medicine
New Haven, Connecticut Macon, Georgia
Robert Hazen Marilyn Suiter
Staff Scientist, Geophysical Laboratory Director, Education and Human Resources
Carnegie Institution of Washington American Geological Institute
Washington, DC Alexandria, Virginia
Norman Lederman Rachel Wood
Professor, College of Science Science Specialist
Science and Mathematics Education Delaware State Department of Public
Oregon State University Instruction
Corvallis, Oregon Dover, Delaware
Joseph McInerney
Director
Biological Sciences Curriculum Study
Colorado Springs, Colorado
STAFF OF THE CENTER FOR SCIENCE, MATHEMATICS, AND ENGINEERING EDUCATION:
Rodger Bybee,Executive Director Patrice Legro,Division Director
Peggy Gill,Research Assistant Steve Olson, Consultant Writer
Jay Hackett,Visiting Fellow
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Any opinions, findings, conclusions, or recommendations expressed in this publication
are those of the authors and do not necessarily reflect the view of the organizations that
provided financial support for this project.
THE NATIONAL ACADEMY OF SCIENCES
WASHINGTON, DC
Visit us at
www.nas.edu
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•v
Acknowledgments
The National Academy of Sciences gratefully acknowledges contributions from:
Howard Hughes Medical Institute
The Esther A. and Joseph Klingenstein Fund, Inc.
The Council of the National Academy of Sciences
The 1997 Annual Fund of the National Academy of Sciences,
whose donors include
NAS members and other science-interested individuals.
We also extend special thanks to members of the
Council of State Science Supervisors
and teachers who participated in focus groups and provided guidance
on the development of this document.
Copyright 2004 © National Academy of Sciences. All rights reserved.
Unless otherwise indicated, all materials in this PDF File provided by the National Academies Press (www.nap.edu) for research
purposes are copyrighted by the National Academy of Sciences. Distribution, posting, or copying is strictly prohibited without
written permission of the NAP.
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Contents
• viii •
Preface
• 1 •
CHAPTER 1
Why Teach Evolution?
Dialogue: The Challenge to Teachers 7
• 11 •
CHAPTER 2
Major Themes in Evolution
Dialogue: Teaching About the Nature of Science 22
• 27 •
CHAPTER 3
Evolution and the Nature of Science
Dialogue: Teaching Evolution Through Inquiry 44
• 47 •
CHAPTER 4
Evolution and the National Science Education Standards
• 55 •
CHAPTER 5
Frequently Asked Questions About Evolution and the
Nature of Science
• 61 •
CHAPTER 6
Activities for Teaching About Evolution and the
Nature of Science
• 105 •
CHAPTER 7
Selecting Instructional Materials
Appendices
A. Six Significant Court Decisions Regarding Evolution and Creationism Issues 121
B. Excerpt from “Religion in the Public Schools: A Joint Statement of Current Law,” 123
C. Three Statements in Support of Teaching Evolution from Science and Science Education
Organizations 124
D. References for Further Reading and Other Resources 130
E. Reviewers 133
• 135 •
Index
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Teaching About
viii•
Evolution and the Nature of Science
Preface
In a 1786 letter to a friend, Thomas should be taught in science classes are of
Jefferson called for “the diffusion of knowl- great concern to the National Academy of
edge among the people. No other sure foun- Sciences, a private nonpartisan group of
dation can be devised for the preservation of 1,800 scientists dedicated to the use of sci-
freedom and happiness.”1 Jefferson saw clear- ence and technology for the general welfare.
ly what has become increasingly evident since The Academy and its affiliated institutions—
then: the fortunes of a nation rest on the the National Academy of Engineering, the
ability of its citizens to understand and use Institute of Medicine, and the National
information about the world around them. Research Council—have all sought to
We are about to enter a century in which counter misinformation about evolution
the United States will be even more depen- because of the enormous body of data sup-
dent on science and technology than it has porting evolution and because of the impor-
been in the past. Such a future demands a tance of evolution as a central concept in
citizenry able to use many of the same skills understanding our planet.
that scientists use in their work—close obser- The document that you are about to read
vation, careful reasoning, and creative think- is addressed to several groups at the center of
ing based on what is known about the world. the ongoing debate over evolution: the
The ability to use scientific knowledge and teachers, other educators, and policy makers
ways of thinking depends to a considerable who design, deliver, and oversee classroom
extent on the education that people receive instruction in biology. It summarizes the
from kindergarten through high school. Yet overwhelming observational evidence for evo-
the teaching of science in the nation’s public lution and suggests effective ways of teaching
schools often is marred by a serious omission. the subject. It explains the nature of science
Many students receive little or no exposure to and describes how science differs from other
the most important concept in modern biolo- human endeavors. It provides answers to fre-
gy, a concept essential to understanding key quently asked questions about evolution and
aspects of living things—biological evolution. the nature of science and offers guidance on
People and groups opposed to the teaching of how to analyze and select teaching materials.
evolution in the public schools have pressed This publication does not attempt specifi-
teachers and administrators to present ideas cally to refute the ideas proffered by those
that conflict with evolution or to teach evolu- who oppose the teaching of evolution in pub-
tion as a “theory, not a fact.” They have per- lic schools. A related document, Science and
suaded some textbook publishers to downplay Creationism: A View from the National
or eliminate treatments of evolution and have Academy of Sciences,discusses evolution and
5
championed legislation and policies at the “creation science” in detail. This publication
state and local levels meant to discourage the instead provides information and resources
teaching of evolution. that teachers and administrators can use to
These pressures have contributed to inform themselves, their students, parents,
widespread misconceptions about the state of and others about evolution and the role of
biological understanding and about what is science in human affairs.
and is not science. Fewer than one-half of One source of resistance to the teaching
American adults believe that humans evolved of evolution is the belief that evolution con-
from earlier species.2 More than one half of flicts with religious principles. But accepting
Americans say that they would like to have evolution as an accurate description of the
creationism taught in public school class- history of life on earth does not mean reject-
rooms3—even though the Supreme Court ing religion. On the contrary, most religious
has ruled that “creation science” is a religious communities do not hold that the concept of
idea and that its teaching cannot be mandat- evolution is at odds with their descriptions of
ed in the public schools.4 creation and human origins.
The widespread misunderstandings about Nevertheless, religious faith and scientific
evolution and the conviction that creationism knowledge, which are both useful and impor-
Copyright 2004 © National Academy of Sciences. All rights reserved.
Unless otherwise indicated, all materials in this PDF File provided by the National Academies Press (www.nap.edu) for research
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Preface
•ix
tant, are different. This publication is asked most frequently by students, parents,
designed to help ensure that students receive educators, and others.
an education in the sciences that reflects this • Chapter 6, “Activities for Teaching
distinction. About Evolution and the Nature of Science,”
The book is divided into seven chapters provides eight sample activities that teachers
and five appendices, plus three interspersed can use to develop students’ understanding of
“dialogues” in which several fictional teachers evolution and scientific inquiry.
discuss the implications of the ideas discussed
• Chapter 7, “Selecting Instructional
in the book.
Materials,” lays out criteria that can be used
to evaluate school science programs and the
• Chapter 1, “Why Teach Evolution,”
content and design of instructional materials.
introduces the basic concepts of evolutionary
theory and provides scientific definitions of • The appendices summarize significant
several common terms, such as “theory” and court decisions regarding evolution and cre-
“fact,” used throughout the book. ationism issues, reproduce statements from a
number of organizations regarding the teach-
• The first dialogue, “The Challenge to
ing of evolution, provide references for fur-
Teachers,” follows the conversation of three
ther reading and other resources, and con-
teachers as they discuss some of the prob-
clude with a list of reviewers.
lems that can arise in teaching evolution and
the nature of science.
Teaching About Evolution and the Nature
• Chapter 2, “Major Themes in Evolution,”
of Sciencewas produced by the Working
provides a general overview of evolutionary
Group on Teaching Evolution under the
processes, describes the evidence supporting
Council of the National Academy of Sciences.
evolution, and shows how evolutionary theory
The Working Group consists of 13 scientists
is related to other areas of biology.
and educators who have been extensively
• The second dialogue, “Teaching About involved in research and education on evolu-
the Nature of Science,” follows the three tion and related scientific subjects. The group
teachers as they engage in a teaching exercise worked closely with teachers, school adminis-
designed to demonstrate several prominent trators, state officials, and others in preparing
features of science. this publication, soliciting suggestions for what
• Chapter 3, “Evolution and the Nature would be most useful, and responding to com-
of Science,” uses several scientific theories, ments on draft materials. We welcome addi-
including evolution, to highlight important tional input and guidance from readers that
characteristics of scientific endeavors. we can incorporate into future versions of this
• The third dialogue, “Teaching Evolution publication. Please visit our World Wide Web
Through Inquiry,” presents a teacher using an site at www4.nas.edu/opus/evolve.nsffor
exercise designed to interest and educate her additional information.
students in fossils and the mechanisms of
evolution. NOTES
• Chapter 4, “Evolution and the National
1. Thomas Jefferson, To George Wythe, “Crusade
Science Education Standards,” begins by Against Ignorance” in Thomas Jefferson on
describing the recent efforts to specify what Education,ed. Gordon C. Lee. 1961. New York:
Teachers College Press, pp. 99-100.
students should know and be able to do as a
2. National Science Board. 1996. Science and
result of their education in the sciences. It Engineering Indicators—1996. Washington, DC:
then reproduces sections from the 1996 U.S. Government Printing Office.
3. Gallup Poll, News Release, May 24, 1996.
National Science Education Standards
4. In the 1987 case Edwards v. Aguillard, the U.S.
released by the National Research Council
Supreme Court reaffirmed the 1982 decision of a
that relate to biological evolution and the federal district court that the teaching of “creation
nature and history of science. science” in public schools violates the First
Amendment of the U.S. Constitution.
• Chapter 5, “Frequently Asked Questions 5.National Academy of Sciences. (in press). Science
About Evolution and the Nature of Science,” and Creationism: A View from the National
Academy of Sciences. Washington, DC:National
gives short answers to some of the questions
Academy Press. (See www.nap.edu)
Copyright 2004 © National Academy of Sciences. All rights reserved.
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purposes are copyrighted by the National Academy of Sciences. Distribution, posting, or copying is strictly prohibited without
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