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In this paper, therefore, I try to focus on the proximal/primary causes for non-acceptance not only in the classroom but also in informal educational settings, such as museums, which are major potential resources for evolution education (Evans et al. 2010; Allmon et al. 2012).
Several implications for evolution education and acceptance are discussed.
Two types of associations are useful when describing the properties of visualizations for evolution education: affordances and constraints.
These findings are discussed in terms of strategies for evolution education and the phenomenon of evolution rejection worldwide.
Although this battle for evolution education was lost, it prompted the war to include evolution in public education.
It is an essential read for anyone interested in improving the environment for evolution education in the United States.
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Accordingly, considering the importance of teachers' acceptance of evolution and belief in the need of addressing evolution in the classroom for the quality of evolution education, it is vital for teachers to have thorough understanding of not only the theory of evolution, but also features of a scientific theory and how a scientific theory is generated.
The calls for an increased emphasis on teaching the nature of science both for the sake of evolution education (e.g., Pigliucci 2007) and for its own sake (e.g., Alberts 2008; Cronjie2008) have come from many corners.
Within the realm of evolution education, for example, "knowledge" may require "belief" or not, or vice versa (reviewed in Southerland et al. 2001; Smith and Siegel 2004).
The following discussion focuses on three of intelligent design's most damaging constitutional problems: its singling out of evolution education for reform, its explicitly religious background, and its status as unsuccessful science.
Teaching climate science has become so perilous in some school districts that the National Center for Science Education, long known for activism in the arena of evolution education, has greatly expanded efforts in the arena of climate (http://ncse.com/climate).com/climate
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