At the end of the course, the students were invited to take a voluntary, anonymous survey about possible changes in their outlooks. The results, published in the November 2005 issue of the journal BioScience, found that 61 percent of students exposed to both creationism and evolution changed their outlooks, while only 21 percent of students exposed only to evolution did so — and nearly all of the changes were from the creationist to the evolutionist direction.
The instructor concluded that directly and respectfully engaging with students' beliefs, rather than ignoring them as most science teachers are forced to do, could be a more effective way to teach evolution.
The best way to teach the theory of evolution is to teach this contentious history. The most effective way to convince students that the theory is correct is to confront, not avoid, the continuing challenges to it.
O artigo fez-me relembrar de uma das discussões que mais gostei de acompanhar no Blasfémias. Como é normal, com o patrocinio do João Miranda:
Evolucionismo vs. Criacionismo: o estado do debate I
Evolucionismo vs. Criacionismo: o estado do debate II
Evolucionismo vs. Criacionismo: o estado do debate III
Evolucionismo vs. Criacionismo: o estado do debate IV
Evolucionismo vs. Criacionismo: o estado do debate V
Evolucionismo vs. Criacionismo: o estado do debate VI
Evolucionismo vs. Criacionismo: o estado do debate I
Evolucionismo vs. Criacionismo: o estado do debate II
Evolucionismo vs. Criacionismo: o estado do debate III
Evolucionismo vs. Criacionismo: o estado do debate IV
Evolucionismo vs. Criacionismo: o estado do debate V
Evolucionismo vs. Criacionismo: o estado do debate VI
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