Plutynski, A (2010) Should Intelligent Design be Taught in Public School Science Classrooms? Science and Education, 19. pp. 779-795.

Preview

Text SCIED.pdf - Published Version Download (187kB) | Preview

Abstract

A variety of different arguments have been offered for teaching ‘‘both sides’’ of
the evolution/ID debate in public schools. This article reviews five of the most common types of arguments advanced by proponents of Intelligent Design and demonstrates how and why they are founded on confusion and misunderstanding. It argues on behalf of teaching evolution, and relegating discussion of ID to philosophy or history courses.

---

Export/Citation:

EndNote | BibTeX | Dublin Core | ASCII/Text Citation (Chicago) | HTML Citation | OpenURL

Social Networking:

Share |

---

Item Type:	Published Article or Volume
Creators:	Creators Email ORCID Plutynski, A aplutyns@wustl.edu
Keywords:	creationism, intelligent design, evolution, education, science education
Subjects:	Specific Sciences > Biology > Evolutionary Theory General Issues > Science and Society General Issues > Science Education General Issues > Science vs. Pseudoscience
Depositing User:	A Plutynski
Date Deposited:	20 Nov 2018 01:43
Last Modified:	20 Nov 2018 01:43
Item ID:	15352
Journal or Publication Title:	Science and Education
Publisher:	Springer
Official URL:	https://link.springer.com/article/10.1007/s11191-0...
DOI or Unique Handle:	10.1007/s11191-008-9169-z
Subjects:	Specific Sciences > Biology > Evolutionary Theory General Issues > Science and Society General Issues > Science Education General Issues > Science vs. Pseudoscience
Date:	2010
Page Range:	pp. 779-795
Volume:	19
URI:	https://philsci-archive.pitt.edu/id/eprint/15352

Monthly Views for the past 3 years

Monthly Downloads for the past 3 years

Plum Analytics

Altmetric.com

Actions (login required)

View Item