I’ve written several posts over the past several years about the teaching of and opposition to teaching evolution.  Right now, there is evidence that the resistance to teach evolution is fading, although, if history is helpful, this lack of resistance will not last very long. In the article cited below there is a very interesting chart that traces the history of evolutionary theory beginning with Charles Darwin’s book, The Origin of Species, through the famous Scopes Trial, to the insistence that “equal time” be given to “creation science,” to the now very significant Kitzmiller vs. Dover, PA case ruling that teaching intelligent design (deemed a religious idea) is unconstitutional and could not be presented in science courses.  Follow the link in the following image to see the complete chart.

Click on this image to a full chart exploring the issue of evolution in USA schools.

In a recent New York Times article entitled A Teacher on the Front Line as Faith and Science Clash, several teachers are featured who have contributed to lessening the resistance to teaching evolution, and have indeed worked toward insisting that the science standards in their states include specific goals to teach evolution as a fundamental idea in high school biology.  The article focuses on Florida, and the state board of education decision to put evolution into the science standards.  It’s seems odd that it wasn’t always included, doesn’t it.  Yet, the way the Board enacted the evolution standards went to the heart of our failure to help citizens understand the nature of science, and the depth that is embodied in a theory.  As it is, we use phrases such as, well you know, its (evolution) only a theory.  And the implication is that a theory is simply a hunch, or a guess.  Consequently students leave science courses misunderstanding the nature of science, and therefore lack depth in their understanding of science.

In the New York Times article there is a very interesting seven minute video exploring how a middle school teacher approaches the teaching of evolution in her science class (go to the article, scroll down, and click on the video—sorry, I couldn’t find it on youtube.com).

Click on this image which will take you to the New York Times article; scroll down the page, and click on the video.

This is an example of teacher who understands inquiry teaching, and realizes that students need opportunities for hands on activities, and chances to discuss their ideas, and activities to write about their ideas.  The video nicely captures how difficult it is to approach the teaching of evolution.  We advocate a social constructivist approach to teaching, and it is nicely exemplified by the teacher in the video.  And in so doing, we need to value the belief system (world view), prior experiences, and conceptual understanding that students bring to science class.

As you view the video you will hear a range of student opinions on evolution, especially as it relates to human evolution.  Students appear to be able to explore the evolution of the horse, but when it comes to homo sapiens, many students will not budge from their tightly held religious beliefs.  But in the spirit of creative teaching, and social constructivism, it is what it is.  Perhaps we need to start in a less controversial topic area to help students understand how theories are developed.  Or even better, involve students in projects in which they have to develop their own theory to explain data they have collected, or information that they have collected from various sources.

Here are some resources that might be of value:

• Inquiry Models of Teaching Science
• Breaking into Inquiry by Charles Eich, Lee Meadows and Rebecca Balkcom
• Science is not Words by Richard P. Feynman
• Only a Theory by Keith Miller
• The Voyage of the Beagle by Charles Darwin