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 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. Generated for [email protected] on Sat Oct 9 17:18:26 2004 http://books.nap.edu/catalog/5787.html 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 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. Generated for [email protected] on Sat Oct 9 17:18:26 2004 http://books.nap.edu/catalog/5787.html •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 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. Generated for [email protected] on Sat Oct 9 17:18:26 2004 http://books.nap.edu/catalog/5787.html iv• 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 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. Generated for [email protected] on Sat Oct 9 17:18:26 2004 http://books.nap.edu/catalog/5787.html •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. Generated for [email protected] on Sat Oct 9 17:18:26 2004 http://books.nap.edu/catalog/5787.html 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. Generated for [email protected] on Sat Oct 9 17:18:26 2004 http://books.nap.edu/catalog/5787.html 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 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. Generated for [email protected] on Sat Oct 9 17:18:26 2004 http://books.nap.edu/catalog/5787.html 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 purposes are copyrighted by the National Academy of Sciences. Distribution, posting, or copying is strictly prohibited without written permission of the NAP. Generated for [email protected] on Sat Oct 9 17:18:26 2004 http://books.nap.edu/catalog/5787.html 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. 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. Generated for [email protected] on Sat Oct 9 17:18:26 2004 http://books.nap.edu/catalog/5787.html 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. Generated for [email protected] on Sat Oct 9 17:18:26 2004