Premium
Teaching the theory of evolution in social, intellectual, and pedagogical context
Author(s) -
Anderson Ronald D.
Publication year - 2007
Publication title -
science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.209
H-Index - 115
eISSN - 1098-237X
pISSN - 0036-8326
DOI - 10.1002/sce.20204
Subject(s) - context (archaeology) , science education , sociology , epistemology , philosophy of science , social theory , pedagogy , education theory , mathematics education , psychology , higher education , social science , political science , philosophy , paleontology , law , biology
Teaching the theory of evolution in classrooms takes place in a social, intellectual, and pedagogical context which must be considered with care if students are to receive a complete and authentic education. In addition to the science education literature on this topic, attention is directed to the expanding literature on science and religion, as well as the writing on religion and education. With attention to the contentious social context in which the theory of evolution is taught today, as well as the worldviews students bring to the classroom, a case is made for teaching the theory of evolution in a manner that takes account of the questions students bring with them and the broader philosophical considerations that impinge upon their thinking. © 2007 Wiley Periodicals, Inc. Sci Ed 91: 664–677, 2007