or The Research of Evolution By Tamara Blomberg
Original Topic &Explanation –Evolution vs. CreationPhase I Since they are all theories as to the beginning of life and the universe, why are they not taught equally in public schools? Creation used to be taught exclusively until the famous “Monkey Trial” and now the situation is reversed and only Evolution is taught in most places. Since there are no eye-witnesses or scientific records that date back early enough to prove or disprove either theory, why aren’t they taught on equal ground?
Phase I Take a stance and re-phrase as a Should evolution be statement of the stance you are taught as taking/focusing on for your research. “unquestionable fact” or as “one theory” of how Also, be sure you are taking into account the fact that in scientific human life began? terminology/jargon, the term “theory” is not used the same way we may use it elsewhere (ie. In scientific terminology, a theory is not simply speculation, but is actually something that has been well-tested and is supported by a great deal of scientific evidence.)Narrowed Topic Focus Professor’s Feedback
Phase I The theory of evolution is often It would be helpful to further define taught in public classrooms as this or even limit to one/some unquestionable fact not as one “theory/theories” that should also possible theory. The beginning of be taught in public schools; human life and the universe pre- and, again, consider use of the date eyewitness reports, term “theories.” Also, are there any documented history and scientific limitations that should be put on experimentation. Therefore there what types of theories are taught in are problems with all the theories of a public educational institution/any how human life began on the planet criteria for what is taught? and no way to prove any one scientists might argue it would be theory should be taught equally biased against scientific giving the students unbiased reasoning/scientific method to do information. This will allow the this in a science class that teaches student to decide for themselves scientific method that supports the which theory is most logical. theory of evolutionOriginal Thesis Statement Professor’s Feedback
Evolution vs. IntelligentDesign in public schools:Phase II I attempted to incorporate the Professor’s feedback into my project. I used the word “theory” less and used the words “Intelligent Design” instead of “Creation” whenever possible. I wanted to make my research more scientific and less religious.
Phase II While teaching evolution in a I think there are enough flaws in the theory of evolution and enough science behind science class, the science intelligent design that they should both be taught in Science classes. This would allow behind alternative ideas should students to use critical thinking skills to also be explored. Teachers analyze the evidence. Based on scientific evidence many in the scientific community should also give students believe that evolution is the only theory as to information on the flaws and the beginnings of life on Earth, but intelligent design also has supporters in the scientific gaps in the theory of evolution. community. There are flaws in the evolutionary theory and much of it is not Because the beginning of life testable or repeatable in a lab setting. There and the universe pre-dates any are questions involving the complexity of human life, the differences between recordable data, and is not macroevolution & microevolution and the lack repeatable or testable in a lab of transitional fossil evidence that can be scientifically explained through intelligent setting, there always will be design. Because the beginning of life and the some level of assumption and universe pre-dates any recordable data, there will be some level of assumption and speculation involved in any speculation involved in any hypothesis. Due to these assumptions many educated people hypothesis as to the origins of think that evolution is as much of a belief life. system as creationism.Revised -Narrowed Topic Revised Thesis StatementFocus
Evolution vs. IntelligentDesign in the publicschool Science class:Phase III Although the professor said I did a good job incorporating her feedback into my project, my revised thesis statement was way too long and used personal language. The thesis statement isn’t graded again in Phase 3, but needed to be edited to use for my research justification, analysis & evaluation.
Phase III Final revised thesis statement – “Right now most science classes teach evolution as the only theory as to the beginnings of life on Earth. Given both the science behind “intelligent design” and the scientific flaws in “evolution” they both should be taught in the science class. This will give students the opportunity to use critical thinking skills and the scientific method to analyze and justify the evidence.”
What I learned throughthe process:Conclusions: Don’t used biased language or be locked into one idea. Be open minded and flexible. Look for sources from all viewpoints. Don’t limit yourself to one database. When you find a possible source use the works cited in it to find more. When searching, use the links and subject headings to find other sources.
What I learned throughthe process:Conclusions: The one thing I found frustrating in doing this project was duplicating the search process for the Professor. There were times when I had a good source in my hand, but couldn’t adequately explain how I searched for it. Luckily, in most cases that won’t really be necessary. I learned quite a bit about research throughout this class and will use the information often – in my job, my education and my personal life.
Works cited in my project: Masci, David. “Evolution Vs. Creationism.” CQ Researcher 22 Aug. 1997: 745-68. CQ Researcher Online. Web. 3 Oct. 2011. “Evolution and Creationism." Issues & Controversies On File. 1 Sept. 2000. Issues & Controversies Facts On File News Services. Web. 3 Oct. 2011. ParkerParker, Gary. Creation: Facts of Life: How Real Science Reveals the Hand of God. Green Forest, AR: Master, 2006. Print. Moore, Randy, Christopher Brooks, and Sehoya Cotner. "The Relation Of High School Biology Courses & Students Religiou Beliefs To College Students Knowledge Of Evolution." American Biology Teacher 73.4 (2011): 222-226. Academic Search Premier. Web. 14 Nov. 2011. Winkler-Schmit, David. "Monkey Business." The Gambit: 9-11. Alt-PressWatch. 10 Mar 2009. Web. 14 Nov. 2011 <http://search.proquest.com/docview/205424475?accountid=28000 >. Catharine Skipp, et al. "Doubting Darwin." Newsweek 145.6 (2005): 44-50. Academic Search Premier. Web. 2 Dec. 2011. Schneider, Nathan. "Evolving Allah: Can One Man Succeed In Stirring Up The Muslim World Against Darwin?." Search - DC 20.2 (2009): 24-30. Academic Search Premier. Web. 2 Dec. 2011. Hewlett, Martinez, and Ted Peters. "Evolution In Our Schools: What Should We Teach?." Dialog: A Journal Of Theology 45.1 (2006): 106-109. Academic Search Premier. Web. 2 Dec. 2011. Johnson, Phillip E. Darwin on Trial. Leicester: Inter-Varsity, 2000. Print.