Teaching and Communicating Controversial Topics in Science: Ongoing Challenges & Opportunities THE NATIONAL ACADEMIES National Academy of Sciences National Academy of Engineering Institute of Medicine National Research Council Jay Labov National Academy of Sciences Washington, DC

Evidence supporting evolution –Necessary but not sufficient Recognizing Misconceptions Understanding Students’ Perspectives –Helping Students Understand and Appreciate the Nature, Processes, and Limits of Science What Should We Do to Teach About Evolution?

Major Misconceptions Evolution is a theory about the origin of life. Evolution is like a climb up a ladder of progress; organisms are always getting better. Evolution means that life changed ‘by chance’ (i.e., through strictly random processes. Natural selection involves organisms ‘trying’ to adapt.” Natural selection gives organisms what they ‘need,’ i.e., evolution is purposeful. Evolution means struggle in ‘tooth and claw’ Evolution has happened in the past but is no longer taking place. Other organisms may have evolved, but not humans. Gaps in the fossil record ‘disprove’ evolution. Evolution is not science because it is not observable or testable Evolution is ‘just a theory’ and a ‘theory in crisis’ at that. Many scientists have rejected evolution as an explanation. Scientists won’t admit to the public that evolution cannot explain biodiversity.

Understanding Students’ and the Public’s Perceptions about Evolution

Audiences Opinion Leaders and “Influentials” -K-12 and Postsecondary Science Faculty -School Board Members and Other Education Leaders -Local, State & National Policy Makers -Business leaders -Religious leaders -Medical professionals -Lawyers & Judges -Scientists

To determine which messages have the most impact in terms of clarifying why Intelligent Design/ Creationism should not be taught in public school science classrooms. To assess reactions to Science, Evolution and Creationism, and the companion summary brochure. Audience Research

Methodology Focus Groups Columbia SC Fort Wayne IN Telephone Survey In-depth Interviews Web Survey

Strongest messages in both rounds of research Invoke the role of evolution in making advances in medicine and curing diseases The compatibility of religious faith and acceptance of evolution One’s personal religious viewpoints should not be imposed on public school students Audience Research Selected Findings A key framing point Science class should help students to understand how science works and how scientists do their jobs. Evolution is a core scientific principle that is foundational to many areas of science and helps scientists make technological developments, like curing disease.

Addressing these Issues in the Classroom

Glossary of Terms Used in Teaching About the Nature of Science Fact: In science, an observation that has been repeatedly confirmed. Law: A descriptive generalization about how some aspect of the natural world behaves under stated circumstances. Hypothesis: A testable statement about the natural world that can be used to build more complex inferences and explanations. Theory: In science, a well-substantiated explanation of some aspect of the natural world that can incorporate facts, laws, inferences, and tested hypotheses.

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Evolutionary Resources from the National Academy of Sciences