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Addressing Creationist Students in the Modern Science Classroom

Featuring: 


Time: 
7:00pm
Date: 
January 16, 2010
Location: 
Sheraton Grand Hotel
1234 J Street
Sacramento, CA

Creationist students pose a challenge to science educators in a number of disciplines. From biology to the earth sciences to anthropology, creationist students are resistant to the findings of science, misunderstand the nature of science, and increasingly assert their right to espouse creationist alternatives to science, especially under the guise of “intelligent design.” This poses a problem for faculty of teacher education programs, who may have received little training regarding how to handle creationist students.

This themed paper set examines the major aspects involved in this issue, and provides concrete advice for educators seeking to respect the religious views of students, while ensuring that preservice teachers are effectively prepared to be excellent science teachers.

Three presenters from the National Center for Science Education, the nation’s leading organization defending the teaching of evolution in public schools, will detail the aspects of this issue. Steven Newton will introduce the topic with a talk titled, “Why Creationism is Still an Issue for the Modern Science Classroom.” Louise Mead will explain how one teacher education program dealt with the presence of creationist students among its teachers in training. Eugenie Scott will talk on the topic of, “How to Prepare Teachers for Dealing with Creationist Students.”

a presentation at the
ASTE 2010
International Conference

For more information: 
Click here

Addressing Creationist Students in the Modern Science Classroom

Time: 
11:00am to 12:00pm
Date: 
January 16, 2010
Location: 
Sheraton Grand Hotel
1234 J Street
Sacramento, CA

Creationist students pose a challenge to science educators in a number of disciplines. From biology to the earth sciences to anthropology, creationist students are resistant to the findings of science, misunderstand the nature of science, and increasingly assert their right to espouse creationist alternatives to science, especially under the guise of “intelligent design.” This poses a problem for faculty of teacher education programs, who may have received little training regarding how to handle creationist students.

This themed paper set examines the major aspects involved in this issue, and provides concrete advice for educators seeking to respect the religious views of students, while ensuring that preservice teachers are effectively prepared to be excellent science teachers.

Three presenters from the National Center for Science Education, the nation’s leading organization defending the teaching of evolution in public schools, will detail the aspects of this issue. Steven Newton will introduce the topic with a talk titled, “Why Creationism is Still an Issue for the Modern Science Classroom.” Louise Mead will explain how one teacher education program dealt with the presence of creationist students among its teachers in training. Eugenie Scott will talk on the topic of, “How to Prepare Teachers for Dealing with Creationist Students.”

a presentation at the
ASTE 2010
International Conference

For more information: 
Click here

Creationism & Climate Change

Featuring: 
Steven Newton, M.S.

Time: 
4:30pm
Date: 
December 16, 2009
Location: 
3020 Moscone West
Moscone Convention Center
747 Howard Street
San Francisco, CA


Although creationists focus on the biological sciences, recently creationists have also expanded their attacks to include the earth sciences, especially on the topic of climate change. The creationist effort to deny climate change, in addition to evolution and radiometric dating, is part of a broader denial of the methodology and validity of science itself. Creationist misinformation can pose a serious problem for science educators, who are further hindered by the poor treatment of the earth sciences and climate change in state science standards. Recent changes to Texas’ science standards, for example, require that students learn “different views on the existence of global warming.” Because of Texas’ large influence on the national textbook market, textbooks presenting non-scientific “different views” about climate change—or simply omitting the subject entirely because of the alleged “controversy”—could become part of K-12 classrooms across the country.

a presentation at the
American Geophysical Union Fall Meeting

For more information: 
Click here

Creationism & Climate Change

Time: 
8:30am to 8:45am
Date: 
December 16, 2009
Location: 
3020 Moscone West
Moscone Convention Center
747 Howard Street
San Francisco, CA


Although creationists focus on the biological sciences, recently creationists have also expanded their attacks to include the earth sciences, especially on the topic of climate change. The creationist effort to deny climate change, in addition to evolution and radiometric dating, is part of a broader denial of the methodology and validity of science itself. Creationist misinformation can pose a serious problem for science educators, who are further hindered by the poor treatment of the earth sciences and climate change in state science standards. Recent changes to Texas’ science standards, for example, require that students learn “different views on the existence of global warming.” Because of Texas’ large influence on the national textbook market, textbooks presenting non-scientific “different views” about climate change—or simply omitting the subject entirely because of the alleged “controversy”—could become part of K-12 classrooms across the country.

a presentation at the
American Geophysical Union Fall Meeting

For more information: 
Click here

Scientific American Decade 2 Panels

Featuring: 
Eugenie C. Scott, Ph.D.

Time: 
8:00am
Date: 
December 8, 2009
Location: 
The Pavilion
Ronald Reagan Building & International Trade Center
1300 Pennsylvania Avenue NW
Washington DC


Forty years ago Americans were putting people on the moon; now fewer U.S. residents are choosing to become scientists at a time when society's greatest challenges require technological solutions. President Obama promised to "restore science to its rightful place, and wield technology's wonders." But developing renewable energy sources, stemming climate change, personalizing medicine, and inventing new energy-efficient vehicles will require a science-savvy workforce. Today, less than half of those earning doctorates in the physical sciences, mathematics, and computing are U.S. citizens or permanent residents.

The Soviet launch of Sputnik sparked a renewed national conversation regarding the quality of science education in America. Has the next Sputnik moment arrived? How can we retool the science education process in the U.S. to ensure a bumper crop of scientists and innovators?

attendance at Panel Discussions is by invitation only

For more information: 
Email: Diane Schube, at Scientific American

Scientific American Decade 2 Panels

Time: 
12:00am
Date: 
December 8, 2009
Location: 
The Pavilion
Ronald Reagan Building & International Trade Center
1300 Pennsylvania Avenue NW
Washington DC


Forty years ago Americans were putting people on the moon; now fewer U.S. residents are choosing to become scientists at a time when society's greatest challenges require technological solutions. President Obama promised to "restore science to its rightful place, and wield technology's wonders." But developing renewable energy sources, stemming climate change, personalizing medicine, and inventing new energy-efficient vehicles will require a science-savvy workforce. Today, less than half of those earning doctorates in the physical sciences, mathematics, and computing are U.S. citizens or permanent residents.

The Soviet launch of Sputnik sparked a renewed national conversation regarding the quality of science education in America. Has the next Sputnik moment arrived? How can we retool the science education process in the U.S. to ensure a bumper crop of scientists and innovators?

attendance at Panel Discussions is by invitation only

For more information: 
Email: Diane Schube, at Scientific American

Why all the fuss about evolution?

Featuring: 
Eugenie C. Scott, Ph.D.

Time: 
3:30am
Date: 
December 2, 2009
Location: 
Satellite Student Union Auditorium
Maple Avenue at San Ramon Avenue
Fresno State University
Fresno, CA


Charles Darwin proposed 150 years ago that living things have descended with modification from common ancestors by the process of natural selection. This is the key to understanding virtually every area in biology from biochemistry, to cell biology, to organismic biology, to population biology, to ecology. Evolution is the glue that holds biology together as a coherent science, making, in the words of a famous scientist, a "meaningful picture as a whole." Nonetheless, the teaching of evolution is a contentious issue in the United States today, for reasons that touch upon religion, science, history, and – inevitably – politics. Dr. Eugenie C. Scott, authority on evolution and the creationism/evolution controversy, will help to clear the air about this publicly, if not scientifically controversial topic of evolution.

For more information: 
Contact: Madhusudan Katti at mkatti@csufresno.edu

Why all the fuss about evolution?

Time: 
7:30pm
Date: 
December 2, 2009
Location: 
Satellite Student Union Auditorium
Maple Avenue at San Ramon Avenue
Fresno State University
Fresno, CA


Charles Darwin proposed 150 years ago that living things have descended with modification from common ancestors by the process of natural selection. This is the key to understanding virtually every area in biology from biochemistry, to cell biology, to organismic biology, to population biology, to ecology. Evolution is the glue that holds biology together as a coherent science, making, in the words of a famous scientist, a "meaningful picture as a whole." Nonetheless, the teaching of evolution is a contentious issue in the United States today, for reasons that touch upon religion, science, history, and – inevitably – politics. Dr. Eugenie C. Scott, authority on evolution and the creationism/evolution controversy, will help to clear the air about this publicly, if not scientifically controversial topic of evolution.

For more information: 
Contact: Madhusudan Katti at mkatti@csufresno.edu

Despite the Evidence: Rejecting Evolution and Darwin

Featuring: 
Eugenie C. Scott, Ph.D.


Time: 
10:00pm
Date: 
November 15, 2009
Location: 
Delegates Hall
Bibliotheca Alexandrina
Alexandria, Egypt


The publication in 1859 of On the Origin of Species was an extraordinary milestone for science, but it also had profound effects on theology, philosophy, literature, and society in general. In On the Origin of Species, Darwin proposed that all living things share common ancestors, and that natural selection was the primary agent of species change. Common ancestry challenges human exceptionalism, and natural selection exacerbates the theodicy problem. Such theological concerns with the implications of evolution weigh especially heavily in North America, where the teaching of evolution has been contentious since the early part of the 20th century. Evolution has also been associated with eugenics, racism, and Social Darwinism, making it anathema to many social and political progressives. The American creationist movement has had a series of distinct emphases over the last century, partly as a function of adapting to constitutional restraint of religious neutrality of governmental institutions. Although creationism grows out of particulars of American culture and history, elements have proven highly exportable, and antievolutionism is becoming more of an international problem.

A presentation in the British Council-sponsored international symposium:
Darwin’s Living Legacy

For more information: 

From the Pillars of Islam to the Pillars of Creation

Featuring: 
Joshua Rosenau
Joshua Rosenau
Time: 
5:00pm
Date: 
November 15, 2009
Location: 
Delegates Hall
Bibliotheca Alexandrina
Alexandria, Egypt

Antievolution creationist movements are major barriers to evolution education, and understanding the nature of these movements and their rhetoric is essential to defending and improving science education in the Muslim world, as it has been in the United States of America. American Christian creationist movements have three major pillars that have persisted for over a century: (1) evolution is a failed science, soon to be replaced by creationism; (2) evolution cannot be reconciled with morality or religion; and (3) voters or students in the classroom are entitled to pick and choose between the two. Without changing those three basic false claims, American creationists have altered their rhetoric substantially in response to a changing legal landscape. Islamic creationism borrows heavily from American creationist arguments, adapting them to local conditions and needs. Comparing American creationist writings to those of the pseudonymous Harun Yahya for shared characteristics and derived traits reveals how readily creationism adapts to a new cultural, political, and legal context. Both creationist lineages rely on a zero-sum worldview where any evidence against evolution strengthens the case for creation, and vice versa. The first and second pillars abound in both lineages, while the classically liberal ideals of the third pillar are absent from Harun Yahya's work. These differences suggest pedagogical strategies for deepening public understanding of evolution in Muslim communities, and illuminates cultural, political, and religious differences between American and Turkish cultural perceptions of evolution.

A presentation in the British Council-sponsored international symposium:
Darwin’s Living Legacy
For more information: 

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