It’s a tad disturbing when science teachers don’t teach science.
Yet, according to a survey of 926 high school biology teachers, that’s exactly what’s happening. Most survey respondents admitted they’re not doing a good job teaching evolution.
The findings, published by two Penn State University professors in the January 28 issue of Science magazine, reveal that 13 percent of biology teachers admit they “explicitly advocate creationism or intelligent design by spending at least one hour of class time presenting it in a positive light.”
Another 60 percent of teachers skirt the controversial issue and are “neither strong advocates for evolutionary biology nor explicit endorsers of nonscientific alternatives.”
So what should school board members make of this? Well, for one, suggest Penn State professors Michael Berkman and Eric Plutzar, if teachers give any weight to theories without a strong scientific foundation, “this approach tells students that well-established concepts can be debated in the same way we debate personal opinions.”