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"Evolution and Creationism in America's Classrooms"


A noteworthy new paper reports on a national survey of high school biology teachers concerning the teaching of evolution. According to Michael B.

Survey shows overwhelming opposition to ICR certification


"A survey of science faculty at Texas colleges and universities reveals overwhelming opposition to state approval for a master's degree in science education from a Dallas-based creationist group," according to a press release issued by the Texas Freedom Network on April 21, 2008. The on-line survey, conducted by Raymond A.

"Evolution and Its Discontents: A Role for Scientists in Science Education"


The scientific community needs to increase its involvement in defending science education -- especially evolution -- according to a coalition of seventeen scientific and educational societies, including the National Academy of Sciences, the National Science Teachers Association, the Federation of American Societies for Experimental Biology, and the American Institute for Biological Sciences.

A new creationism/evolution poll, but few surprises


A poll recently conducted for Newsweek by Princeton Survey Research Associates International contained two questions relevant to the creationism/evolution controversy. The results [Link broken] were broadly consistent with those of previous polls using similar questions. The poll was conducted March 28-29, 2007, with 1004 adults aged 18 and over participating; the margin of error was +/- 4%.

"Public Acceptance of Evolution" in Science


The August 11, 2006, issue of Science features a brief article (PDF; subscription required) on "Public Acceptance of Evolution," written by Jon D. Miller of Michigan State University, Eugenie C. Scott of NCSE, and Shinji Okamoto of Kobe University. Reviewing the past twenty years of polling in the United States, Miller, Scott, and Okamoto observe, "After 20 years of public debate, the percentage of U.S.

Scientific Illiteracy and the Partisan Takeover of Biology

A new article in PLoS Biology (April 18, 2006) discusses the state of scientific literacy in the United States, with especial attention to the survey research of Jon D.

 

"The 'Teach the controversy' party's over"


"A mendacious bit of hucksterism" is Robert Camp's description of the "teach the controversy" slogan frequently used to promote the teaching of "intelligent design" in the public schools. And it's not just idle rhetoric. Rather, it's based firmly on the results of a survey that he conducted of the heads of biology departments in colleges and universities around the country.

CBS News poll on evolution

Following on the heels of Gallup's latest poll, CBS News recently conducted a poll of public opinion about evolution, creationism, and science education.

Public view of creationism and evolution unchanged, says Gallup

A recent article from the Gallup News Service reports on the pollster's latest results concerning public opinion on the evidence for evolution, creationism, and biblical literalism. Because Gallup's polls on public opinion on creationism extend back to 1982, its data are particularly useful. The results are overall consistent with previous polls conducted by Gallup.

The Creationists: How Many, Who, and Where?

Title: 
The Creationists: How Many, Who, and Where?
Author(s): 
Otis Dudley Duncan, University of California at Santa Barbara and Claudia Geist, Indiana University
Issue: 
5
This is a report on an epidemiological inquiry. The morbid condition — so to speak — under study could be variously characterized as a deficit of knowledge or a disease of the intellect, one that involves accepting a theological answer to a historical question. Present means of identifying those afflicted do not provide a clear distinction between these two disabilities or mixtures of them. But of the two most useful bodies of data now available — the Gallup Poll and the General Social Survey (GSS) — one puts the emphasis on theology, the other on knowledge of science.

Year: 
2004
Date: 
September-October
Page(s): 
26–33
About the Author(s): 
Claudia Geist
Department of Sociology
Indiana University
Bloomington IN 47405-7103
cgeist@indiana.edu
This version might differ slightly from the print publication.

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