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: 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. Policy makers and administrators should not mandate policies requiring the teaching of “creation science” or related concepts, such as so-called “intelligent design,” “abrupt appearance,” and “arguments against evolution.” Administrators also should support teachers in resisting pressures to promote nonscientific views, to deemphasize or eliminate the study of evolution, or to misrepresent the nature of science and how questions in science are answered by asking students to consider the validity of evolution through a classroom debate. Administrators and school boards should provide support to teachers as they review, adopt, and implement curricula that emphasize evolution. Professional development designed to assist teachers in teaching evolution in a comprehensive and informed manner is an essential part of this support. Parental and community involvement in establishing and supporting the goals of science education and the curriculum development process should be encouraged and nurtured in our democratic society.