Title: The Teaching of Evolution | NSTA
Headings: The Teaching of Evolution
The Teaching of Evolution
Introduction
Declarations
Within this context, NSTA recommends that
NSTA Offers the Following Background Information:
The Nature of Science and Scientific Theories
Evolution as a Unifying Concept
Creationism and Other Non-Scientific Views
Legal Issues
References
Additional Resources

Content: The Teaching of Evolution | NSTA
Position Statement
The Teaching of Evolution
Breadcrumb
NSTA
NSTA Position Statements
The Teaching of Evolution
Share
Start a Discussion
Download PDF
Introduction
The National Science Teachers Association (NSTA) strongly supports the position that evolution is a major unifying concept in science and should be emphasized in K–12 science education frameworks and curricula. Furthermore, if evolution is not taught, students will not achieve the level of scientific literacy needed to be well-informed citizens and prepared for college and STEM careers. This position is consistent with that of the National Academies, the American Association for the Advancement of Science (AAAS), and many other scientific and educational organizations. NSTA recognizes that a century of political controversy has prevented evolution from being emphasized in science curricula in a manner commensurate with its importance. This political controversy has been accompanied by anti-evolution policies, the intimidation of science teachers and textbook publishers, and the general public's lack of understanding about evolutionary theory. Teachers face pressure not only to eliminate or de-emphasize the teaching of evolution, but to introduce scientific misinformation and non-science into science classrooms. This pressure comes from overt advocacy of nonscientific views, such as “creation science,” “intelligent design,” or other forms of creationism, as well as the implicit advancement of those nonscientific views to “teach the controversy” or present “strengths and weaknesses of evolution.” Twisting and abusing core pedagogical principles, such as critical thinking and scientific inquiry is another strategy designed to open science classroom doors to non-science. Declarations
Within this context, NSTA recommends that
Science curricula, state science standards, and teachers should emphasize evolution in a manner commensurate with its importance as a unifying concept in science and its overall explanatory power. Science teachers should not advocate any religious interpretations of the natural world and should be nonjudgmental about the personal beliefs of students.