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Published on: July 8, 2013
Defending science education against intelligent design: a call to action
Alan D Attie1, Elliot Sober, Ronald L Numbers
1Department of Biochemistry, University of Wisconsin-Madison, Madison, Wisconsin 53706-1544, USA. attie@biochem.wisc.edu
The Journal of Clinical Investigation
|May 4, 2006
Summary
This review addresses efforts to undermine science education in Wisconsin, providing scientists with information and actions to support science education and offering model legislation to strengthen science teaching.
Area of Science:
- Science Education Policy
- Evolutionary Biology
- Public Controversy
Background:
- Political landscape challenges science education in Wisconsin.
- Historical public controversies impact science curriculum.
- Undermining science education requires a strategic response.
Purpose of the Study:
- To review the political landscape affecting science education.
- To provide scientists with information and actions to counter efforts undermining science education.
- To offer model legislation for strengthening science teaching.
Main Methods:
- Review of scientific and legal history related to science education controversies.
- Identification of actions scientists can take.
- Presentation of model legislation.
Main Results:
- Scientists can respond effectively to challenges in science education.
- A toolkit of information and actions is useful for scientists.
- Model legislation can strengthen science education.
Conclusions:
- Effective response to undermine science education requires information and action.
- Scientists play a crucial role in supporting science education.
- Model legislation can improve the atmosphere for the scientific enterprise.
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