Show simple item record

dc.contributor.authorBennett, Jacob
dc.date.accessioned2007-05-29T14:15:18Z
dc.date.available2007-05-29T14:15:18Z
dc.date.issued2007-05-29T14:15:18Z
dc.identifier.urihttp://hdl.handle.net/2092/549
dc.description.abstractWhat is Intelligent Design? What is evolution? Though there are vast political and social forces behind these movements what happens when the arguments are evaluated independently? The arguments over design v. descent have risen and fallen over the last few hundred years. Intelligent Design asserts that there are certain irreducibly complex systems that require a Creator of some sort to exist. It uses theories developed in criminology and invokes them on the earth. Evolution is a hypothetico-deductive approach to looking at nature invoking a testable, naturalistic worldview. The goal of this study was to determine a set of guidelines for high school teachers who teach evolution and focused in on the scientific, legal, and pedagogical factors involved with how to address Intelligent Design in the public classroom. First-year students at Drake in the FYS entitled “Religion and Science” were surveyed about their views on evolution and intelligent design and how they were taught science and evolution. Results showed that the majority of students still believe in some form of creationism though maybe not the strictly Biblical form. Teachers should use three general principles when discussing Intelligent Design in the science classroom: (1) Understand the audience (students, parents, and the local community), (2) Help students understand the historical and philosophical development of science, and (3) Use controversy-based approaches emphasizing no right answers only well-supported ones.en
dc.format.extent51043 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen_US
dc.relation.ispartofseriesDUCURS 2006;20
dc.subjectEvolution (Biology) -- Study and teachingen
dc.subjectCreationism -- Study and teachingen
dc.subjectIntelligent design (Teleology) -- Study and teachingen
dc.subjectReligion and scienceen
dc.subjectEducation and stateen
dc.titleStrategies for teaching evolution in the public school systemen
dc.typePresentationen


Files in this item

Thumbnail

This item appears in the following Collection(s)

  • DUCURS [196]
    Poster sessions and presentation from the Drake University Conference on Undergraduate Research in the Sciences held each April at Olmsted Center on the Drake campus.

Show simple item record