More tone-deafness: How to force Darwinism down people’s throats
From Amanda L. Glaze at Researchgate: Divided we fall: the evolution “controversy” as a driver for rethinking science education The present study demonstrates that university students across the United States, including science and education majors, harbor similar misunderstandings of the nature and practice of science as a discipline and way of knowing, inadequate levels of acceptance, and similar misconceptions to those held by the general public when it comes to evolution (Glaze, Goldston, & Dantzler, 2015; Ingram & Nelson, 2006; Nehm, Kim, & Sheppard, 2009; Rissler, Duncan, & Caruso, 2014; Rutledge & Mitchell, 2002; Sinatra, Southerland, McConaughy, & Demastes, 2003). Representations of students from around the United States allows for a comparison across regions that has been a limiting factor Read More ›