Critical Analysis

In a recent article in Science titled “Arguing to Learn in Science: The Role of Collaborative, Critical Discourse,” education theorist Jonathan Osborne explains the importance of using debate, argument, and critique when teaching science. In fact, he laments that these teaching strategies not employed more often: Argument and debate are common in science, yet they are virtually absent from science education. Recent research shows, however, that opportunities for students to engage in collaborative discourse and argumentation offer a means of enhancing student conceptual understanding and students’ skills and capabilities with scientific reasoning. As one of the hallmarks of the scientist is critical, rational skepticism, the lack of opportunities to develop the ability to reason and argue scientifically would appear to Read More ›

According to the recent Associated Press story on South Carolina’s new critical analysis of evolution standard, the South Carolina Department of Education does not think critical analysis means teaching alternative theories, like intelligent design (ID): “Education Department spokesman Jim Foster says scientific inquiry is taught at every grade level and in every subject. Foster says the wording does not require students to study alternatives to evolution that are out of the mainstream.” (Education panel approves wording on biology standards) We’ve been agreeing all along that critical analysis of evolution policies do not require teaching about alternative theories like ID! This just shows that the Darwinist claim that critical analysis = ID is just another tired conspiracy theory. So is the Read More ›

In the Cincinnati Enquirer on February 22, Ohio State Board of Education Member Martha K. Wise has an editorial entitled Conservative Ohio values led to change in evolution policy. I find this editorial intriguing. Here is how she starts the essay: “I believe in God the creator. I believe in freedom. I believe in America, and the state of Ohio, and the Republican Party, fiscal conservatism, fairness and honesty. These values guided me last week to lead the Ohio Board of Education to remove creationism from our state’s Science Standards and Model Curriculum.” So clearly Martha Wise is stating that her belief in “God the creator” “guided” her last week to “remove creationism.” Whatever–I’m not here to nitpick or question Read More ›

COLUMBUS, Ohio — February 15, 2006. Opponents of Ohio’s Critical Analysis of Evolution Lesson Plan convinced the Ohio State Board of Education (OSBE) yesterday to repeal both their benchmark requiring critical analysis of evolution and the approved lesson plan for teaching critical analysis of evolution. The Benchmark in Ohio’s Science Standards stated that students should “Describe how scientists continue to investigate and critically analyze aspects of evolutionary theory.” It also acknowledged that “The intent of this benchmark does not mandate the teaching or testing of intelligent design.” By an 11-4 vote, the OSBE complied with the Darwinists who were urging the OSBE to repeal both the benchmark and the lesson plan. The 11 Board members who supported repealing the policy Read More ›

COLUMBUS, Ohio – February 15, 2006. Yesterday University of Akron biologist Dan Ely testified before the Ohio State Board of Education (OSBE) in favor of Ohio’s Critical Analysis of Evolution Lesson Plan. Addressing the OSBE after they had already repealed the lesson plan, Ely stated he was “dismayed how the board has caved in to outside lobbyists,” noting that “it’s amazing how much erroneous information is existing here.” Ely served on the science writing team that helped produce the Critical Analysis of Evolution Lesson Plan. Ely noted that this lesson does not have intelligent design. “I don’t see where any of you get intelligent design out of the lesson. I teach some intelligent design to our honor students at the Read More ›

COLUMBUS, Ohio — February 15. One Ohio citizen who supported the critical analysis benchmark to the Ohio State Board of Education yesterday was Katie Hess, a senior biology major at the Franciscan University of Steubenville, in Ohio. Hess, who graduated from Ohio public schools, now plans to become a high school biology teacher. She explained her desire to study science. “Part of my motivation to enter the sciences is from my love and openness to the world around us, and some observations of natural beauty that have filled me with an excitement and have left me with questions which have been explored coming to a great understanding of the world around us.” Hess then showed how asking these questions drives Read More ›