Search results for 'Evolution (Biology Study and teaching' (try it on Scholar)

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  1.  4
    Kenneth R. Miller (2008). Only a Theory: Evolution and the Battle for America's Soul. Viking Penguin.
    A well-regarded scientist who offered expert testimony at the high-profile 2005 trial over the teaching of evolution in Dover, Pennsylvania, presents an ...
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  2. 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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  3.  9
    Rodger W. Bybee (2012). Evo Teachers Guide: Ten Questions Everyone Should Ask About Evolution. National Science Teachers Association.
    LEssOn OnE: What Is Evolution? OVERVIEW This lesson engages students in the concepts and processes of biological evolution. It also introduces the EVO DVD. The lesson begins by viewing Question 1 of the DVD, which introduces the World ...
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  4. John Angus Campbell & Stephen C. Meyer (eds.) (2003). Darwinism, Design, and Public Education. Michigan State University Press.
  5. J. Peter Zetterberg (ed.) (1983). Evolution Versus Creationism: The Public Education Controversy. Oryx Press.
     
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  6. Caroline Crocker (2010). Free to Think: Why Scientific Integrity Matters. Leafcutter Press.
     
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  7.  1
    Florian Bernstorff (2009). Darwin, Darwinismus Und Moralpädagogik: Zu den Ideengeschichtlichen Voraussetzungen des Darwinismus Und Seiner Rezeption Im Deutschsprachigen Pädagogischen Diskurs des Späten 19. Jahrhunderts. Klinkhardt.
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  8. Jacek Tomczyk & Grzegorz Bugajak (2009). On Evolution and Creation: Problem Solved? The Polish Example. Zygon 44 (4):859-878.
    We present the results of research carried out as a part of the project “Current Controversies about Human Origins: Between Anthropology and the Bible”, which focused on the supposed conflict between natural sciences and some branches of the humanities, notably philosophy and theology, with regard to human origins. One way to tackle the issue was to distribute a questionnaire among students and teachers of the relevant disciplines. Teachers of religion and the natural sciences (biology, chemistry, and physics) and students of (...)
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  9. Roger S. Taylor & Michel Ferrari (eds.) (2010). Epistemology and Science Education: Understanding the Evolution Vs. Intelligent Design Controversy. Routledge.
    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 (...)
     
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  10.  32
    John Cartwright (2010). Naturalising Ethics: The Implications of Darwinism for the Study of Moral Philosophy. [REVIEW] Science and Education 19 (4-5):407-443.
    The nature of moral values has occupied philosophers and educationalists for centuries and a variety of claims have been made about their origin and status. One tradition suggests they may be thoughts in the mind of God; another that they are eternal truths to be reached by rational reflection (much like the truths of mathematics) or alternatively through intuition; another that they are social conventions; and another (from the logical positivists) that they are not verifiable facts but simply the expression (...)
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  11. Barend Vlaardingerbroek & Christopher J. Roederer (1997). Evolution Education in Papua New Guinea: Trainee Teachers' Views. Educational Studies 23 (3):363-375.
    Educated Papua New Guineans’ conceptual ecologies need to accommodate competing and conflicting traditional ethnoscientific, Western religious and modern scientific paradigms. Papua New Guinea is a constitutionally self-declared ‘Christian country’ and evolution is a controversial issue. The upper secondary school biology syllabus contains a terminating unit on evolution but the curriculum is of expatriate design and the rapid localisation of senior educational positions makes the views of indigenous teaching personnel a high research priority, particularly in the light of (...)
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  12.  9
    Michel Delsol & Janine Flatin (1991). Qu'est-Ce Qu'une Grande Theorie Biologique? Acta Biotheoretica 39 (3-4):363-373.
    La parution récente en français du livre de M. Denton : “Evolution. Une théorie en crise” , qui traite des theories explicatives actuelles de l'évolution, nous amine à rappeler les caracteres généraux des grandes theories biologiques et à présenter une critique sommaire du livre en question.La science West pas une simple accumulation de connaissances. Le scientifique ne doit pas se contenter de decrire et de mesurer des faits. Son but eat d'essayer de les relier et de construire des théories (...)
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