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What IS the Nature
of Science? The Importance
of Teaching the Nature of Science The Nature of
Modern Science and Scientific Knowledge FAIR TESTS: Basic
Model for Critical Thinking in Science Theoretically
Speaking: Lessons for teaching process of historical science Revising Instruction to Nature of Science- Using Stages of Mitosis Confirmation Bias by Physicist Chris Lee (Go to Women’s Brains, scroll down to Extensions & Variations, then to Confirmation Bias in Science). Possible alternative to the "Women's Brains" lesson. The author also shares one of his own experiences with a new scientific idea, develops a theoretical model, and tests the model (tries to destroy the model). He then shares what happened when he presented the idea to his peers at a conference. Discussion questions and key provided.
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Macroevolution:
Alive and Well In Sticklebacks - Evo-Devo Microevolution
to Macroevolution, and Classification: Diagram SPECIATION
/ MACROEVOLUTION EVIDENCE CHROMOSOMAL
SPECIATION MODELS SURVIVAL of
CHROMOSOMAL CHANGES Macroevolution: Change Above the Species Level The Evolution
Arms Race: Antibiotic and Insecticide Resistance ... Defending Evolution
in the Classroom Molecular
Clues to Evolution: "A Teaching Guide to Evolution" ========================================== Applied Evolution:
Technology for the 21st Century Patterns and Processes
of Macroevolution - Examples from Dinosaurs Evolution as a
Framework for Genome Analysis Why Evolution Matters Macroevolution:
Evolution on a big scale Building a Web
of Life: Evolution in Action Transitional
Fossils: Information, and Many Examples Evolution:
Education & Outreach journal
for teachers - June 2009 Issue on... Chromosomal Speciation Discussion INDEX |
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The De-riving
Force of Cladogenesis Dinosaurs and
Birds - an Update Phylogenies
& Tree-Thinking |
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DNA and Early
Human History: Neandertals and Early Humans ... Twelve Lines of
Evidence for Evolution of Humans and Other Primates Australopithecus
garhi: A New-Found Link? SOME MAJOR RECENT
DEVELOPMENTS IN HOMININ PALEONTOLOGY |
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Better Biology
Teaching by Emphasizing Evolution & the Nature of Science This article presents the philosophy and general content of the authors' ENSI program. It makes the case for the importance and potential effectiveness of presenting, in any proper biology course, first the elements of the nature of science (what it is and is not, its uncertainty, yet its usefulness), followed by an introduction to evolution, preferably using the study of human evolution as the most powerful vehicle for teaching both the nature of science and the nature of evolution. All of this is best done with a series of open-ended, hands-on critical-thinking lessons. The article is about 5 pages long. |
| Evolution
Unmuddled: Fact of Evolution vs Theory of Evolution by Larry Flammer,, ENSI webmaster Printed to the NSTA Biology Listserve, July 2006 Clarifies the actual status of evolution as a fact, and evolution as a theory, and how these concepts and terminologies can be used in the classroom, with less confusion! |
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The
Evolution Solution: Teaching
Evolution Without Conflict Abstract: A strategy for teaching high school biology that opens with an intensive nature-of-science unit followed by question-raising topics, leading directly to evolution as a solution and a unifying theme. This special sequence, using specially designed student-centered lessons, is compelling and non-threatening for students and teachers. |
| Fossil
Patterns in Time: by Larry Flammer Article in the NSTA journal for middle school teachers: Science Scope, February 2011, Vol. 34, No. 6, pages40-45. Summarizes the essence of the ENSI lesson: Patterns in Time, which introduces a novel but perceptively intuitive scale for getting a familiar sense of deep geological time, AND an engaging example of the spaced-out emergence of the major groups (classes) of vertebrates, showing that they clearly did not appear all at once (and therefore providing compelling evidence against the traditional idea that all the major "kinds" of animals appeared within a very short period). |
| MOLECULAR
EVOLUTION LESSONS on the ENSI site: Synopses of the several lessons on the ENSI site that focus on molecular evidence for evolution. Also links to other teaching ideas to use with molecular evolution. |
| Mistakes That Argue for Evolution Article in NY Times by Ken Chang: Describes Ken Miller's analogy of plagiarism and inferred common ancestry when same mistakes appear in different papers (species). Also Miller's explanation of why humans and apes have slightly different chromosome numbers. Link at end to the Creation Museum explanation for these observations. - perhaps suitable for critiquing pseudoscientific ideas. |
| High
School Students' Perceptions of Evolutionary Theory [With Implications for Instruction] by C. Sheldon Woods, Ph.D.DePaul University, and Lawrence C. Scharmann, Ph.D. Kansas State University December 2001 Condensation of article in the Electronic J. of Science Education, with emphases added. |
| How
Biology Students in Minnesota View Evolution, the Teaching of
Evolution & the Evolution-Creationism Controversy. By Randy Moore, et al, in The American Biology Teacher. May 2006. Vol.68, No.5. Online Article. This study shows that most high school students want their biology classes to include evolution, while most of those classes do not emphasize evolution, defying state standards. This is associated with a high level of serious misconceptions about evolution (in high school and college). Read further for some notable comments in the article, and how ENSIweb can help. |
| Building
a Web of Life: Evolution in Action Reference List for Educators (incl. Texts and Web Sites) Presented for the Society for the Study of Evolution at the "Teaching Evolution" Symposium: NABT Reno, 11/98 |
| Is
Evolution Weak Science, Good Science, or Great Science? Craig Nelson, Biology Professor Emeritus, IU, ENSI Co-Director .Strategy for teaching how we can compare the relative strengths of theories |
| Teaching Evolution Effectively - A Central Dilemma
& Alternative Strategies Craig Nelson, Biology Professor Emeritus, IU, ENSI Co-Director Special Edition, McGill Journal of Eduction, vol. 42, No. 2, Spring, 2007, pp. 265-283. Appeal to post-secondary Biology teachers with alternative strategies for teaching evolution more effectively. Also applicable to secondary Biology teaching. |
| Teaching Evolution Special Edition, McGill Journal of Eduction, vol. 42, No. 2, Spring, 2007, pp. 265-283. .Articles by several specialists on the subject. This links to abstracts and titles, with link to actual articles, freely available. |
| An Effective Strategy for Teaching Evolution The Natural Selection: Identifying & Correcting Non-Science Student Preconceptions Through an Inquiry-Based Critical Approach to Evolution. By Jennifer R. Robbins and Pamela Roy The American Biology Teacher, vol.69, no.8, October 2007, pp. 460-466 See Review and Links by Larry Flammer |
| LAMARCK
VS. DARWIN: Dueling Theories Richard Firenze A short article which offers an excellent classroom strategy to help students resolve the all-to-common confusion of Lamarck's mechanism for evolution with Darwinian natural selection. I, too, have encountered this widespread problem regularly: students explaining evolution by natural selection by using phrases e.g. "organisms adapt by changing their structures of behavior in order to survive", suggesting that the changes individual organisms undergo provide the underlying mechanism of natural selection, a clear confusion of Lamarck's ideas with Darwin's. |
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Design Isn't Science:
He adds a crucial fifth reason: teachers would be forced to critically confront religious beliefs of students, probably resulting in non-productive defensiveness by students, and precious time focusing on the false claims of ID and creationist proponents. |
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Answers to Jonathan
Wells' Wells is wrong to think that his questions pose any challenge to evolution. In the interest of responding to Wells' erroneous claims and setting the record straight, NCSE has prepared answers to his ten questions. You will also find a very nice PowerPoint presentation available from this page (thanks to SENSI teacher Tony Hiatt). |
| Is
Life Too Complex to Have Simply Evolved? A Critical Review of Behe's Darwin's Black Box, with many useful bits of information. David Ussery Associate Research Professor at the Danish Technical University in Denmark |
| Design YES, Intelligent NO - A Critique
of Intelligent Design Theory and Neocreationism [This link takes you off-site] An essay by Massimo Pigliucci, published in The Skeptical Inquirer, Sep/Oct 2001, pp.34-39. The claims by Behe, Dembski, and other "intelligent design" creationists that science should be opened to supernatural explanations and that these should be allowed in academic as well as public school curricula are unfounded and based on a misunderstanding of both design in nature and of what the neo-Darwinian theory of evolution is all about. Clear and revealing, addressing some of the rebuttals of IDT proponents to their critics. If you are getting challenges from your students about ID, read this. |
| The
Children's Crusade for Creationism A Guest Editorial in The American Biology Teacher by Steve Randak, ENSI 1990, reporting on the recent effort at his school by students to include creationism in the science curriculum, and how it was played out. |
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Articles Effectively Addressing the Evolution
vs Creation Issues for Teachers Dealing With Anti-Evolutionism (Eugenie Scott, article in
RNCSE 17(4), Jul/Aug 97) |
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Pamphlets
from the National Center for Science Education Creation or Evolution? |
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