1. Coalition of Scientific Societies Evolution in Science Education Survey Highlights Developed by Jennifer A. Hobin, Ph.D. FASEB Office of Public Affairs

2. Challenges to Science Education  Teaching evolutionary science and related subjects (plate tectonics, origins of the universe, age of the earth) has been challenged across the United States Map provided courtesy of the American Geological Institute: http://www.agiweb.org/gap/evolutionhttp://www.agiweb.org/gap/evolution *States where teaching evolution has been challenged shown in yellow

3. Challenges to Science Education  Creationism and intelligent design (ID) introduced as science  Scientific topics singled out for non-scientific “critical analysis”  Established science labeled as “theory, not fact ” This textbook contains material on evolution. Evolution is a theory, not a fact, regarding the origin of living things. This material should be approached with an open mind, studied carefully and critically considered. Textbook disclaimer at the center of Selman v. Cobb County School District court case

4. Coalition of Scientific Societies  Unprecedented, interdisciplinary partnership among 17 scientific organizations  Organizations represent the physical, chemical, biological, and social sciences and science teachers communities  Joint effort to acquire a better understanding of challenges to science education and to explore opportunities for addressing them  Coalition conducted a survey of the American public to inform their efforts

5. Coalition Members

6. Evolution in Science Education Survey  National, telephone survey conducted by a professional research firm  Approximately 1,000 likely voters  Survey examined - Attitudes toward science and scientists - Views on evolutionary science in the context of education - Opportunities for bolstering support for teaching evolution and related subjects

7. Survey Data Have Been Published in the Following Publications

8. Most Respondents Accept Evolution  Did all life evolve or was it created in its present form?  Did humans and other livings things evolve or were they created in their present form?  Did evolution occur naturally (natural selection) or with the guidance of a supreme being? Humans and other life All life 0 10 20 30 40 50 60 70 Response (%) Evolved, naturally Evolved, guidanceCreated Don’t know

9. There is Support for Evolution Education  Although there is uncertainty about what to teach in science classes… -41% uncertain about teaching intelligent design -32% uncertain about teaching creationism -22% uncertain about teaching evolution  …Most people favor teaching evolution! -53% favor teaching evolution -36% favor teaching creationism -27% favor teaching ID

10. Why Don’t More People Accept Evolutionary Science?  Data show a correlation between acceptance of evolution and scientific knowledge - People who have some understanding of modern genetics are more likely to accept evolution (Miller et al., 2006) - In the present survey, respondents who performed better on a brief assessment of scientific knowledge were more likely to accept evolution and to favor teaching evolution in science classes

11. Scientific Knowledge  Only 23% of survey participants responded correctly to all three of the following true/false statements:* -The continents or land masses on which we live have been moving for millions of years and will continue to move in the future (79% correctly agreed) -Antibiotics kill viruses as well as bacteria (43% correctly disagreed) -The earliest humans lived at the same time as the dinosaurs (53% correctly disagreed) *69% of survey respondents had some college education

12. Scientific Knowledge and Acceptance of Evolution  Among respondents who answered 3 questions correctly: -78% accepted that humans and other life evolved -11% thought they were created  Among those who answered fewer than 2 questions correctly: -36% accepted that humans and other life evolved -47% thought they were created Life evolved Life was created 0 10 20 30 40 50 60 70 80 90 0-123 Science questions correct Response (%)

13. Scientific Knowledge and Support for Teaching Evolution  Among respondents who answered 3 questions correctly: -78% favor teaching evolution -27% favor teaching creationism -24% favor teaching ID  Among those who answered fewer than 2 questions correctly: -36% favor teaching evolution -38% favor teaching creationism -29% favor teaching ID 0 20 40 60 80 Science questions correct Response (%) Evolution Creationism Intelligent design 30-12 100

14. Teaching Evolution Enhances Science Education  The public values scientific learning opportunities  Respondents rated the following as very important purposes of science education: - Learning to draw conclusions from evidence (80%) - Critical thinking (78%) - Understanding how science is conducted (63%)

15. Teaching Evolution Enhances Science Education  The methods that scientists use to study evolution are the hallmarks of science and necessary for everyday decision- making - Gathering evidence from various sources - Making logical inferences - Establishing and testing competing hypotheses  “The teaching of evolution offers educators a superb opportunity to illuminate the nature of science and to differentiate science from other forms of human endeavor and understanding.” —National Academy of Sciences, Teaching About Evolution and the Nature of Science

16. Americans Value the Contribution Science Makes to Medicine  63% of respondents ranked developing medicine and curing disease as the most important contribution of science to society  Proponents of teaching evolution (65%), creationism (62%), or ID (63%) were equally likely to view this as the most important contribution of science to society  61% of respondents thought understanding the contribution that evolution makes to modern medical science was a convincing reason to teach evolution in science classes “Understanding and treating diseases such as avian influenza” provided as an example

17. Connecting Evolution and Other Scientific Advances  Making the connection between evolutionary biology and advancing other areas of science may also help people to appreciate the value of teaching evolution Understanding human gene function Improving agricultural methods and yields Understanding the development of antibiotic resistance Analyzing and interpreting forensic evidence Employing genetic algorithms in software engineering

18. Why Should Scientists Get Involved?  Americans have a favorable view of the scientific community -76% of respondents rate doctors favorably -72% rate medical researchers favorably -69% rate scientists favorably

19. People Want to Hear From Scientists About Science  The majority of respondents were interested in hearing from: -Scientists (88%) -Science teachers (85%) -Doctors or nurses (84%)  Less interest in hearing from: -School board members (34%) -Celebrities (16%) School board Celebrity Science teacher Doctor/ nurse Scientist 0 20 40 60 80 100 Response (%) Spokesperson From whom does the public want to hear about science?

20. …And About Evolution  The majority of respondents were interested in hearing from: - Scientists (77%) - Science teachers (76%) - Clergy (62%)  Less interest in hearing from:  Supreme Court Justices (37%)  School board members (30%)  Celebrities (11%) Response (%) JusticeSchool board CelebrityScientistClergyScience teacher Spokesperson 0 20 40 60 80 100 From whom does the public want to hear about evolution, creationism, and ID?

21. Scientists are Key in Promoting Science Education  Americans value the contributions that science makes to society, especially to medical science  They appreciate the role that evolution plays in understanding and treating disease  And they respect the expertise of science and education professionals on scientific topics, including evolution The scientific community, including those who hold religious beliefs, are a valuable part of the science education dialogue!

22. How Can Scientists Get Involved?  Communicate the value of strong science education in terms that are meaningful to the public and policy makers - Emphasize scientific and medical advances, the importance of critical thinking skills, and developing scientific talent - Avoid technical jargon  Write letters and op-eds, speak with school boards and community groups, partner with educators to design curricula  Work with staff at your scientific and professional societies— they may have resources to help!

23. Evolution Resources AAAS American Institute of Biological Sciences American Physiological Society American Society of Human Genetics Federation of American Societies for Experimental Biology Howard Hughes Medical Institute National Academies National Center for Science Education PBS Evolution Website Understanding Evolution

24. Need More Information? To read the full survey report, please visit: evolution.faseb.org/sciencecoalition For more information, please contact: Jennifer A. Hobin, Ph.D. FASEB Office of Public Affairs jhobin@faseb.org