Epistemology and Science Education: Understanding the Evolution Vs. Intelligent Design Controversy
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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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
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|Call number||Q181.E66 2010|
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B. K. Hofer, C. F. Lam & A. Delisi, Understanding Evolutionary Theory: The Role of Epistemological Development and Beliefs.
U. Wilensky & M. Novak, Understanding Evolution as an Emergent Process: Learning with Agent-Based Models of Evolutionary Dynamics.
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