Abstract
There is a great need for effective evolution education. This paper reviews some of the evidence that demonstrates that need and analyzes some of the foundational semantic, epistemological, and philosophical issues involved. This analysis is used to provide a functional understanding of the distinction between science and non-science. Special emphasis is placed the scientific meaning of the terms theory, hypothesis, fact, proof, evidence, and truth, focusing on the difference between religious belief and acceptance of a scientific theory. Science is viewed as theologically neutral and as not mutually exclusive from religion. Finally, a number of practical recommendations to the classroom biology teacher are presented.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 23-46 |
| Number of pages | 24 |
| Journal | Science & Education |
| Volume | 4 |
| Issue number | 1 |
| DOIs | |
| State | Published - Jan 1995 |
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ASJC Scopus subject areas
- Social Sciences(all)
Cite this
Foundational issues in evolution education. / Smith, Mike U.; Siegel, Harvey; McInerney, Joseph D.
In: Science & Education, Vol. 4, No. 1, 01.1995, p. 23-46.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Foundational issues in evolution education
AU - Smith, Mike U.
AU - Siegel, Harvey
AU - McInerney, Joseph D.
PY - 1995/1
Y1 - 1995/1
N2 - There is a great need for effective evolution education. This paper reviews some of the evidence that demonstrates that need and analyzes some of the foundational semantic, epistemological, and philosophical issues involved. This analysis is used to provide a functional understanding of the distinction between science and non-science. Special emphasis is placed the scientific meaning of the terms theory, hypothesis, fact, proof, evidence, and truth, focusing on the difference between religious belief and acceptance of a scientific theory. Science is viewed as theologically neutral and as not mutually exclusive from religion. Finally, a number of practical recommendations to the classroom biology teacher are presented.
AB - There is a great need for effective evolution education. This paper reviews some of the evidence that demonstrates that need and analyzes some of the foundational semantic, epistemological, and philosophical issues involved. This analysis is used to provide a functional understanding of the distinction between science and non-science. Special emphasis is placed the scientific meaning of the terms theory, hypothesis, fact, proof, evidence, and truth, focusing on the difference between religious belief and acceptance of a scientific theory. Science is viewed as theologically neutral and as not mutually exclusive from religion. Finally, a number of practical recommendations to the classroom biology teacher are presented.
UR - http://www.scopus.com/inward/record.url?scp=0010744743&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=0010744743&partnerID=8YFLogxK
U2 - 10.1007/BF00486589
DO - 10.1007/BF00486589
M3 - Article
AN - SCOPUS:0010744743
VL - 4
SP - 23
EP - 46
JO - Science and Education
JF - Science and Education
SN - 0926-7220
IS - 1
ER -