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| Genre/Form: | Electronic books |
|---|---|
| Additional Physical Format: | Print version: Taylor, Roger. Epistemology and Science Education : Understanding the Evolution vs. Intelligent Design Controversy. Hoboken : Taylor & Francis, ©2010 |
| Material Type: | Document, Internet resource |
| Document Type: | Internet Resource, Computer File |
| All Authors / Contributors: |
Roger Taylor; Michel Ferrari |
| ISBN: | 9780203839638 0203839633 |
| OCLC Number: | 707068521 |
| Notes: | Book Cover; Title; Copyright; Contents; Preface; Acknowledgments; Part I: Epistemology; Chapter 1 Demarcation in Science Education: Toward an Enhanced View of Scientific Method; Chapter 2 Evolution, Creation, and the Philosophy of Science; Chapter 3 Differences in Epistemic Practices among Scientists, Young Earth Creationists, Intelligent Design Creationists, and the Scientist- Creationists of Darwin's Era; Chapter 4 Ontological Assumptions about Species and Their Influence on Students' Understanding of Evolutionary Biology. Chapter 5 Understanding Evolutionary Theory: The Role of Epistemological Development and BeliefsChapter 6 Engaging Multiple Epistemologies: Implications for Science Education; Part II: Intelligent Design and Evolution; Chapter 7 Accepting Evolution or Creation in People, Critters, Plants, and Classrooms: The Maelstrom of American Cognition about Biological Change; Chapter 8 Science and Religion: Ontologically Different Epistemologies?; Part III: Teaching Science; Chapter 9 Toward a Cognitive Understanding of Science and Religion. Chapter 10 Teaching and Learning Evolution as an Emergent Process: The BEAGLE ProjectChapter 11 Teaching Evolution in a Historical Context: From the Wisdom of the Ancient Greeks to Genetic Algorithms; Conclusion; Chapter 12 Teach the Demarcation: Suggestions for Science Education; Contributors; Index. |
| Description: | 1 online resource (318 pages) |
| Contents: | Book Cover; Title; Copyright; Contents; Preface; Acknowledgments; Part I: Epistemology; Chapter 1 Demarcation in Science Education: Toward an Enhanced View of Scientific Method; Chapter 2 Evolution, Creation, and the Philosophy of Science; Chapter 3 Differences in Epistemic Practices among Scientists, Young Earth Creationists, Intelligent Design Creationists, and the Scientist- Creationists of Darwin's Era; Chapter 4 Ontological Assumptions about Species and Their Influence on Students' Understanding of Evolutionary Biology. |
Abstract:
This pioneering book coordinates and provides a complete picture of the intersections in the study of evolution, epistemology, and science education, in order to allow a deeper understanding of the intelligent design vs. evolution controversy.
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