Full Description
How is epistemology related to the issue of teaching science and evolution in the schools? Addressing a flashpoint issue in our schools today, this book explores core epistemological differences between proponents of intelligent design and evolutionary scientists, as well as the critical role of epistemological beliefs in learning science. Preeminent scholars in these areas report empirical research and/or make a theoretical contribution, with a particular emphasis on the controversy over whether intelligent design deserves to be considered a science alongside Darwinian evolution. This pioneering book coordinates and provides a complete picture of the intersections in the study of evolution, epistemology, and science education, in order to allow a deeper understanding of the intelligent design vs. evolution controversy.
This is a very timely book for teachers and policy makers who are wrestling with issues of how to teach biology and evolution within a cultural context in which intelligent design has been and is likely to remain a challenge for the foreseeable future.
Contents
Preface
Part I: Epistemology
1. Demarcation in Science Education: Toward an Enhanced View of Scientific Method (Richard A. Duschl & Richard Grandy)
2. Evolution, Creation, and the Philosophy Of Science (Paul Thagard)
3. Differences in Epistemic Practices among Scientists, Young Earth Creationists, Intelligent Design Creationists, and the Scientist-Creationists of Darwin's Era (Clark A. Chinn & Luke A. Buckland)
4. Ontological Assumptions about Species and Their Influence on Students' Understanding of Evolutionary Biology (Ala Samarapungavan)
5. Understanding Evolutionary Theory: The Role of Epistemological Development and Beliefs (Barbara K. Hofer, Chak Fu Lam, & Alex DeLisi)
6. Engaging Multiple Epistemologies: Implications for Science Education (E. Margaret Evans & Karl. S. Rosengren)
Part II: Intelligent Design & Evolution
7. Accepting evolution or creation in people, critters, plants, and classrooms: The maelstrom of American cognition about biological change (Michael A. Ranney & Anastasia Thanukos)
8. Science and Religion: Ontologically Different Epistemologies? (Gale M. Sinatra & Louis Nadelson)
Part III: Teaching Science
9. Toward a Cognitive Understanding of Science and Religion (Ryan D. Tweney)
10. Teaching and Learning Evolution as an Emergent Process: The BEAGLE project (Uri Wilensky & Michael Novak)
11. Teaching Evolution in a Historical Context: From the Wisdom of the Ancient Greeks to Genetic Algorithms (Michel Ferrari, Peter Lee, & Roger S. Taylor
Conclusion
12. Teach the Demarcation: Suggestions for Science Education (Michel Ferrari & Roger S. Taylor)
