, Volume 3, Issue 2, pp 254-260,
Open Access This content is freely available online to anyone, anywhere at any time.
Date: 30 Apr 2010

Communicating Evolution as Science

This is an excerpt from the content

If you are a scientist or science teacher reading this journal, you almost certainly recognize evolutionary biology as straightforward science and intelligent design and creationism as non-science; which belongs inside the science classroom is clear. Unfortunately, the distinction is a blurry one for many. Most Americans support the teaching of creationism in public schools (Plutzer and Berkman 2008), and around one-fourth of biology teachers in some states think that creationism is scientifically founded (Moore and Kraemer 2005).

Some anti-evolution groups have taken things a step further, by not just promulgating misconceptions about creationism’s scientific status, but attempting to redefine science to include creationism. In 2005, the Kansas State Board of Education enacted a change in the state's science teaching standards (Wilgoren 2005). Science went from being “the human activity of seeking natural explanations for what we observe in the world around us” to being “a systematic m