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Equity in the Science Classroom

Equity in the Science Classroom. By: Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw. Evolution in the Classroom. By: Andrew Friesen, Andrew McAuley, and JP Morgenstern. What are we discussing.

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Equity in the Science Classroom

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  1. Equity in the Science Classroom By: Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw

  2. Evolution in the Classroom By: Andrew Friesen, Andrew McAuley, and JP Morgenstern

  3. What are we discussing Very briefly – what evolution is Past and present legal issues Analysis of some recent studies that looked at teaching evolution in the classroom What is taught and how it is taught Strategies for teaching evolution in today's multi-faith schools Class discussion By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw

  4. Question to the class Do you believe that evolution has a valid scientific basis? Agree, disagree, undecided. Do you believe that creationism has a valid scientific basis? Do you believe that creationism should be taught in a science class? In schools? By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw

  5. What is evolution? (Source: http://www.medterms.com/script/main/art.asp?articlekey=3341) “Charles Darwin (1809-82) noted that successful species produce more offspring in each generation than are needed to replace the adults who die. Sometimes there are differences which may make it easier for an individual to survive long enough to reproduce. The species would thus have changed or evolved to favour traits that favour survival and reproduction. By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw (Source: http://mek1980.files.wordpress.com/2008/02/nat_sci_image.jpg)

  6. What is evolution? (Source: http://lhs2.lps.org/staff/sputnam/Biology/U6Evolution/finches.png) So, evolution is the scientific theory that the organisms we see on earth today have the traits that they have because pressures of the environment selected for those traits By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw

  7. But evolution is just a theory right? The Canadian Federation of Earth Sciences Science progresses through the application of the scientific method in which hypotheses are supported or falsified. When experts conclude that it is no longer possible to refute a hypothesis, it becomes a theory. A theory is therefore an extremely well-substantiated explanation of certain aspects of the natural world, incorporating facts and tested hypotheses. By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw

  8. (Source: http://www.celticbear.com/images/blog/gravity.gif) By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw

  9. Religious Views Islam- God molded clay, earth, sand and water into a model of a man. Similar story of Adam and Eve. Judeo-Christian – Two creation narratives in Genesis. Creation of the heavens and earth and the Garden of Eden. Iroquois – Earth used to be all water. Woman fell through a hole in the skyworld onto a turtles back. The animals made the earth on the turtles back for her. By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw

  10. http://pagesperso-orange.fr/option.canada/images/03First%20Nations/http://pagesperso-orange.fr/option.canada/images/03First%20Nations/ iroquois_creation.jpg By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw http://oneyearbibleimages.com/genesis1_1.jpg

  11. History of Religion vs Evolution (Source: http://www.medterms.com/script/main/art.asp?articlekey=3341 “Scientific and religious ideals have been fighting for centuries. However the evolution verses creation fight is relatively new and didn’t really begin until Darwin published his book ‘On the Origin of Species’ in 1859.” By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw

  12. Scopes Monkey Trial In America the first court case fought over the issue was in 1925. The Scopes v. The State of Tennessee trial. Specifically the case says that it illegal "to teach any theory that denies the story of the Divine Creation of man as taught in the Bible, and to teach instead that man has descended from a lower order of animals." (Wikipedia) He was convicted, he appealed, and he won the appeal By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw

  13. That’s a thing of the past right? (Source: http://www.tungate.com/evolution_court_cases.htm) Not so much… Dover Pennsylvania school board Cobb County Georgia School board By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw

  14. Canada These court cases have all been American. But Canada is not immune from such controversy. There are groups that are pushing for “Intelligent Design” to be taught as part of the science curriculum here in Canada By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw

  15. Canada (Source: The Canadian Federation of Earth Sciences) “Canadian media report growing public pressure to introduce Creationism and its equivalent Intelligent Design (ID) in school curricula, hinting that Creationism/ID is a 'theory', thus suggesting that it shares common ground with science-based theories. Such reporting ignores the fundamental difference between faith and measurable facts. CFES-FCST is extremely concerned about this trend, and not only because of the demonstrated importance of science to Canadian society.” By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw

  16. Where are we now? The American Biology Teacher, Feb. 2008 Creationism in the Biology Classroom: What Do Teachers Teach & How Do They Teach It? • Randy Moore By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw

  17. Introduction- 2006 Gallup Poll 45% agreed with “God created human beings pretty much in their present form at one time within the last 10,000 years or so” 40% agreed with “Human beings have developed over millions of years from less advanced forms of life, but God guided this process;” 9% agreed with “Human beings have developed over millions of years from less advanced forms of life, but god had no part in this process” By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw

  18. Popularity Among Biology Teachers 15–30% of biology teachers in public schools teach creationism (Eve & Harrold, 1991) Even Though… teaching of creationism (including “intelligent design”) in public school biology classes is clearly unlawful (Edwards v. Aguillard) confrontations of some of these teachers have produced lawsuits, all of which have been lost by creationists (Moore, 2002) By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw

  19. Method 2001-05 at the Twin Cities campus of the University of Minnesota US students with an average age of 19 surveyed 1,465 freshmen who had taken high school biology in public schools included the multiple-choice questions and open-ended questions By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw

  20. Results- Question 1 “If your high school biology course included creationism, how was it presented?” • As a scientific alternative to evolution: 54% • As another explanation (not necessarily scientific) for life's diversity: 22% • As an “equal” idea of evolution: 20% • As a religious explanation of life's diversity: 2% • Other (e.g., as something to believe instead of evolution): 2% By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw

  21. Discussion: Question 1 The inclusion of creationism in biology classes probably results from four interacting factors: • Pressure to teach creationism and/or avoid evolution. • Teachers' acceptance of creationism and the rejection of evolution. • Ignorance of the law. • Teachers' religious beliefs. By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw

  22. Results- Question 2: “If your high school biology course included creationism, which, if any, creation stories were included?” were as follows: • Christian or Biblical story: 83% • Several stories or generic (i.e., nonspecific) stories: 13% • Islamic story: 2% • Hindu story: 1% • Native American story: 1% By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw

  23. Discussion- Question 2 countless numbers of creation stories more than 80% of biology teachers who teach creationism present only the Biblical (i.e., Christian) story of creationism public schools is usually the teaching of Christianity; other religions' creation stories are ignored Presented as being trivial or false By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw

  24. Results- Question 3: “What is evolution?” • Organisms change over time: 25% of responses • Fitness, natural selection, and adaptation: 22% • We came from apes and/or monkeys: 10% • A factual and/or scientific idea: 10% • Organisms become bigger, smarter, better and/or more complex: 9% • Proves that God exists/does not exist: 5% • Explains how nature/earth was created: 5% • Is how God created life: 3% • Explains the Big Bang: 2% • Something that shows how humans were created: 2% • Other (e.g., shows there is no purpose, an idea of Darwin's, something I don't believe, something I am forced to learn, I don't know): 7% By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw

  25. Discussion- Question 3 many students question their knowledge of evolution far larger percentages indicated that their knowledge of evolution was below average (35%) than above average (14%). most common response to “What is evolution?” was “Change over time” (24%), followed by other evolution-related ideas such as adaptation, fitness, and natural selection (22%) One-tenth of students identified evolution as a scientific idea, and a similar percentage equated evolution with “We came from monkeys” and organisms becoming bigger, better, smarter, and/or more complex. By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw

  26. Results: Question 4 “What is creationism?” included: • God/deity/higher power (unspecified): 46% of responses • Bible/Christian God: 12% • How Earth/universe started: 8% • Something I don't believe: 7% • Religious idea: 6% • How life started: 6% • The supernatural: 5% • Allah: 2% • Other (e.g., purpose, nonsense, fairy tale, from nothing, nature, don't know): 8% By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw

  27. Discussion: Question 4 Need a greater emphasis on helping students understand the nature of science -including why evolution is science and why creationism is not distinguish meanings of words such as theory, fact, evidence, and belief common statements that “Evolution is only a theory” suggest to many people that it is a hunch that is insignificant and easily dismissed Similarly, statements such as “I don't believe in evolution” imply that evolution, like creationism, is a belief system rather than a scientific theory based on solid evidence By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw

  28. Furthering the Problem How Many Biology Teachers Include Neither Evolution nor Creationism in Their Biology Courses? 25% of biology teachers include neither evolution nor creationism in their biology courses it deprives students of an understanding of the theory that is the foundation for modern biology By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw

  29. Conclusion many biology teachers will continue to include creationism educational malpractice has not been stopped by : -scientific evidence -court decisions cheating students out of an understanding the unifying theory of the history of life on Earth By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw

  30. Evolution in Schools:Where’s Canada (Source: http://ec.europa.eu/education/img/flags/canada.gif) low acceptance in Canada 1 in 2 favour some form of creationism 2000 headlines regarding province’s new curriculum 1) “Evolution nearly extinct in classroom: New science curriculum tries to avoid controversy” (Ottawa Citizen, Oct. 29, 2000) 2) “Ontario downplays evolution education” (Victoria Times-Colonist, Oct. 30, 2000) By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw

  31. Apart from religious beliefs, there can be resistance towards the theory of evolution because: The very nature of science is misunderstood – leads to a misrepresentation of what evolution is Science textbooks do not present evolution in a thoughtful manner By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw

  32. A Different Approach – gradual and logical build-up to evolution through a series of steps Step 1 – teach the nature of science Step 2 – proceed to an overview of life Step 3 – finally, introduce evolution By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw

  33. So.... How exactly does this work?? Well, here’s an example: Teaching the nature of science... • Lessons over the first couple weeks • What can science do? What can it NOT do? • Natural phenomena? OK. Supernatural phenomena? NO! • Science looks for proof? Actually NO. By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw

  34. Proceeding to an overview of life: Over the next few weeks • Bring out those microscopes! – examine microorganisms, cells, etc • Students will note similarities and discrepancies • Go on to explore the diversity of life (both living and extinct) • Students will have many questions – do not answer them yet – let them ponder By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw

  35. Proceed to classification of this diversity Students will note degrees of similarity = degrees of relationship Imperfections in organisms – i.e. the human spine, a flat fish’s asymmetrical eyes, etc Some organisms do not fit nicely into any category – they seem to be “in-between” By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw

  36. Is it a mammal, a bird, or a reptile? By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw

  37. Hominid skulls lesson • Comparing prehistoric human skulls to those of modern humans – look at the differences, notice the different series of humans that have existed over time By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw

  38. There has still been no mention of “evolution!” Students have simply been exploring some biological topics and raised some questions, such as: Why are there basic features common to all life, yet there is a wide diversity of life forms? Why have so many major groups become extinct? Why do so many species have imperfect adaptations? Why are there series of human-like fossils that suggest a gradual change over time, becoming more and more like modern humans? By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw

  39. Students naturally want answers to these questions Discussion... can evolution answer these questions??? And now, the theory of evolution can be introduced and explored in detail in the coming weeks By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw

  40. Sounds nice but... resistance may still be encountered: Student: “I don’t believe in evolution!” Teacher: “Good! Nobody should believe in it purely on faith. It is something that everyone should study, question, and decide for themselves. I do not expect you to believe it, BUT I do expect you to understand it - what it is, what it is not, and how it seems to work.” By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw

  41. Some final thoughts: For students still conflicted between their beliefs and evolution: • Offer to talk to them after class • Remind them that religious beliefs cannot be discussed in the science class because science simply cannot explain anything outside of natural phenomena (remember the nature of science lessons?) • Refer them to some helpful websites that address the creation/evolution controversy (talkorigins.org, the NCSE site - natcenscied.org) (Do all this while always maintaining respect for their opinions and beliefs) By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw

  42. Do not reveal (unless explicitly asked) that the teaching of Creationism has repeatedly been ruled in courts as unconstitutional • This may create defensiveness in some students • This does not focus on the valid scientific reasons why creationism cannot be taught in science Do not talk about “evidence against creationism” • Again... defensive reactions By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw

  43. And finally... Make it clear that science has no quarrel with beliefs in creation, only its misrepresentation as science And... creationism and evolution do not have to be mutually exclusive • Many people believe in both Most religions support the theory of evolution By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw

  44. Let’s discuss How were you taught evolution in school? Did you think it was well presented? Have you ever been in a class where some students protested being taught evolution? How did the teacher handle the situation? What do you think are some other ways to teach evolution? By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw

  45. Teaching Sex Education By: Devin Dignam, Sean Jamieson, Lindsay Lee By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw

  46. What is Sex Ed? family planning reproduction body image sexual orientation sexual pleasure values decision making communication dating relationships STIs birth control • Teaching about any aspects of sexuality, • including: By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw

  47. What’s the Problem? While most countries have implemented comprehensive Sex Ed in schools, there are several regions where Sex Ed classes are controversial Some regions have restrictions on what can be taught in Sex Ed classes One of these regions is Ontario By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw

  48. Here is the Ontario Catholic Secondary Curriculum policy document for Religious Education (2006): http://publish.edu.uwo.ca/joe.bezzina/ReligiousEducationPublishe.pdf (under Family Life”) By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw

  49. By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw

  50. By Andrew Friesen, Andrew McAuley, JP Morgenstern, Devin Dignam, Sean Jamieson, Lindsay Lee, James Santary , Dana Goodman, and Kieran Faw

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