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Bowman Kristi L. (2007). « An Empirical Study of Evolution, Creationism, and Intelligent Design Instruction in Public Schools ». Journal of Law and Education, juillet. En ligne : < ... /is_200707/ai_n19434016>. 
Added by: Marie Musset (14 Apr 2008 16:43:25 Europe/Paris)   Last edited by: Laure Endrizzi (23 Dec 2009 11:09:28 Europe/Paris)
Resource type: Journal Article
BibTeX citation key: Bowman2007a
Categories: General
Keywords: enseignement de l'Ă©volution
Creators: Bowman
Collection: Journal of Law and Education
Views: 1588/4396
Views index: 31%
Popularity index: 7.75%
URLs     http://findarticle ... 00707/ai_n19434016
Recent reports from students and teachers alike suggest that even though teaching creationism as a credible scientific theory in public schools is clearly unconstitutional, some teachers still do just that. Conversely, despite the fact that many states' educational standards explicitly require that evolution be taught, anecdotal evidence also suggests that evolution sometimes is not discussed at all or, more frequently, may be the subject of mere cursory instruction. But, how widespread are these practices? This Article reports and analyzes the results of a 2006 survey in which nearly 1,000 college students from across the country provided their recollections about the frequency and manner of evolution, creationism, and intelligent design instruction in their high school science classes. In sum, about three out of ten recent public high school graduate respondents recalled that they were taught about creationism in science class and two out often reported receiving intelligent design instruction, although not all instruction communicated that a given concept was scientifically credible. Nearly all recent public high school graduate respondents reported receiving some evolution instruction (92%), but surprisingly few (73%) received much of it. Additionally, the results of this survey show that cultural factors such as politics and geographic region are somewhat more strongly correlated with disparities in perceived classroom instruction than are states' educational standards; the rate of disregard for constitutional principles in this context is low but definitely not nonexistent; and legal literature does not sufficiently address constitutionally problematic practices occurring in classrooms.
Added by: Marie Musset  Last edited by: Laure Endrizzi
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