Evolution, creationism, and the battle to control America's classrooms

Research output: Book/ReportBook

71 Citations (Scopus)

Abstract

Who should decide what children are taught in school? This question lies at the heart of the evolution-creation wars that have become a regular feature of the U.S. political landscape. Ever since the 1925 Scopes ‘monkey trial’ many have argued that the people should decide by majority rule and through political institutions; others variously point to the federal courts, educational experts, or scientists as the ideal arbiter. Berkman and Plutzer illuminate who really controls the nation's classrooms. Based on their innovative survey of 926 high school biology teachers they show that the real power lies with individual educators who make critical decisions in their own classrooms. Broad teacher discretion sometimes leads to excellent instruction in evolution. But the authors also find evidence of strong creationist tendencies in America's public high schools. More generally, they find evidence of a systematic undermining of science and the scientific method in many classrooms.

Original languageEnglish (US)
PublisherCambridge University Press
Number of pages287
ISBN (Electronic)9780511760914
ISBN (Print)9780521190466
DOIs
StatePublished - Jan 1 2010

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systematics of science
classroom
school
majority rule
biology teacher
political institution
evidence
expert
educator
instruction
teacher

All Science Journal Classification (ASJC) codes

  • Social Sciences(all)

Cite this

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Evolution, creationism, and the battle to control America's classrooms. / Berkman, Michael Barth; Plutzer, Eric.

Cambridge University Press, 2010. 287 p.

Research output: Book/ReportBook

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