The evolution-creation wars: why teaching more science just is not enough

McGill Journal of Education 42 (2):285-306 (2007)
The creation-evolution “controversy” has been with us for more than a century. Here I argue that merely teaching more science will probably not improve the situation; we need to understand the controversy as part of a broader problem with public acceptance of pseudoscience, and respond by teaching how science works as a method. Critical thinking is difficult to teach, but educators can rely on increasing evidence from neurobiology about how the brain learns, or fails to.
Keywords evolution  creationism  science education
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Janella Rachal (1981). Status Assessment, Act 685--Balanced Treatment for Creation-Science and Evolution-Science. State of Louisiana, Dept. Of Education, Office of Research and Development (P.O. Box 44064, Baton Rouge 70804).
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