• Believe in or about Evolution?

    Kostas Kampourakis and Kevin McCain on surveying misunderstandings of evolution in the March 2016 issue of BioScience.

  • Understanding Evolution: Why Evo-Devo Matters

    Kostas Kampourakis and Alessandro Minelli write about teaching evolution and development in the May 2014 issue of BioScience.

  • A New Integrative Approach to Evolution Education

    Peter White et al. present the value of integrating molecular mechanisms in the teaching of evolution in the July 2013 issue of BioScience.

  • Book Review: The Evidence for Evolution

    Ross H. Nehm reviews "The Evidence for Evolution" in the September 2012 issue of BioScience.

  • Expanding the Understanding of Evolution

    The Eye on Education column from the April 2011 issue of BioScience.

  • The Origins Divide: Reconciling Views on How Life Began

    In the October 2010 issue of BioScience, Melissa Lee Phillips explores the history of scientific research that led to our understanding of the origins of life on Earth.

  • Book Review: Evolution: The Story of Life

    Michael J. Benton reviews "Evolution: The Story of Life" by Douglas Palmer in the September 2010 issue of BioScience.

  • Book Review: Defining Darwin

    Timothy Shanahan reviews "Defining Darwin: Essays on the History and Philosophy of Evolutionary Biology" by Michael Ruse in the July/August 2010 issue of BioScience.

  • The Darwinian Revelation: Tracing the Origin and Evolution of an Idea

    In the November 2009 issue of BioScience, James T. Costa writes about Charles Darwin's process of discovering the idea of evolution by natural selection. Through the consideration of Darwin's letters, notebooks, and other papers, Costa traces Darwin's key insights and puts them into historical context.

  • Book Review: On the Origin of Orgins

    Frederick Gregory reviews "The Annotated Origin: A Facsimile of the First Edition of On the Orgin of Species by Charles Darwin, annotated by James T. Costa.

  • Book Review: Why Darwin Was Right and Creationists Are Wrong

    Douglas J. Futuyma reviews "The Greatest Show on Earth: The Evidence for Evolution" by Richard Dawkins.

  • Book Review: The "If..., Then" of Evolution

    Joel G. Kingsolver reviews "Why Evolution is True" by Jerry A. Coyne.

  • Conceptions of Evolution Among Science Graduate Students

    In the October 2009 issue of BioScience, T. Ryan Gregory and Cameron A. J. Ellis report on a study involving a survey of graduate students from four science colleges at a midsized Canadian university. The results indicate that graduate students in diverse disciplines exhibit a better understanding of evolutionary concepts than do students at other levels. However, the study also shows that a working knowledge of evolutionary mechanisms remains elusive, and some misconceptions about evolution still persist at this advanced level.

  • Ten Myths about Charles Darwin

    In the October 2009 issue of BioScience, Kevin Padian presents 10 common misconceptions about Charles Darwin. These misconceptions have come about as a result of textbook myths, inaccuracies spread by antievolutionists, and conventional historical mistakes long corrected but still repeated. Padian discusses how new scholarship is rapidly clearing away some of these myths, and provides quick rebuttals for those faced with falsehoods about Darwin.

  • Book Review: Evolution: The First Four Billion Years

    It is the 150th anniversary of the publication of On the Origin of Species, as well as the 200th birthday of Charles Darwin, and along with this has come a frenzy of events and publications devoted to the founder of the field of evolutionary biology and to the future of the entire discipline. In this article in the September 2009 issue of Bioscience, Massimo Pigliucci reviews Evolution: The First Four Billion Years, an encyclopedic work on evolutionary biology that comes just in time for this year of anniversaries and celebrations.

  • The Creationist Down the Hall: Does It Matter When Teachers Teach Creationism?

    Despite years of evolution education reform and litigation in the courts, the teaching of creationism remains strong in public high schools in the United States. In the May 2009 issue of BioScience, Randy Moore and Sehoya Cotner discuss the results of a survey on evolutionary beliefs of incoming college freshmen. Results of their survey showed that high-school biology courses have a lasting impact on students' ideas regarding evolution, and the authors discuss why many high school science teachers continue to dedicate time to creationism.

  • Illuminating Biology: An Evolutionary Perspective

    In a Special Report in the May 2009 issue of BioScience, Oksana Hlodan reports on the fifth installment of a yearly Evolution symposium series held at the 2008 annual meeting of the National Association of Biology Teachers. This year's symposium focused on the links between biochemistry, developmental biology, molecular biology, and neurobiology, and discussed how these topics might play a more prominent role in an educator's toolbox.

  • FYI: Threats Remain for Evolution Education

    In the January 2008 Washington Watch column, Public Policy Office Director Robert Gropp discusses some of the current threats to evolution education post Kitzmiller v. Dover. Despite vigilance on the part of the science education community, creationists still have a foothold in local and state politics around the country. Gropp highlights the current state of evolution education in Texas, including the dismissal of an Christine Comer at the Texas Education Agency and the appointment of creationist Don McLeroy as the chairman of the Texas State Board of Education.

  • Natural History Museum Visitors’ Understanding of Evolution

    In the November 2007 issue of BioScience, Bruce MacFadden and colleagues present the results of a study that investigated the knowledge of key evolutionary concepts exhibited by high school age and older visitors to natural history museums. Their study showed that while most visitors understood geological time, they had a poor understanding of evolutionary concepts and biological change. The authors analyze their results and suggest that communicating holistic evolutionary theories and focusing on some of the misunderstood concepts, such as natural selection, will enhance the visitor learning experience at natural science collections and improve their function as a tool for evolution education.

  • Evolution’s Next Move

    In the June 2007 issue of BioScience, editor-in-chief Timothy Beardsley highlights the unpopularity of evolution, most recently evident by the public rejection of evolution by three Republican presidential candidates, and the urgent need for biologists to do something about it.

  • Spotlight on Books: Understanding Creationism after Kitzmiller

    In the Spring Spotlight on Books in the March 2007 issue of BioScience (Volume 57 Number 3 pp. 278-284) Glenn Branch highlights the many books released between 2005 and the first quarter of 2007 that provide insiders’ accounts of the landmark Kitzmiller v. Dover trial, historical background and scientific critiques of the creationism/intelligent design movement, and explorations of theological alternatives to creationism.

  • Evolution After Dover

    In the April 2006 issue of BioScience, Erin Heath reports on the outlook for evolution education following the December 2005 federal court ruling in the Kitzmiller case. Scientists have expressed “cautious optimism” after the major victory for science education in Dover, but the intelligent design movement, though weakened, is not dead. The Washington Watch article details the new anti-evolution legislation around the country that still poses a threat to science education.

  • Media Coverage of “Intelligent Design”

    The March 2006 issue of BioScience (Volume 56, Number 3, pages 247-252) includes an analysis of news media coverage of the evolution/creationism controversy. In the report, Jason Rosenhouse and Glenn Branch concluded that the quality of the coverage varies widely, depending on the media outlet. Often, reporters with no scientific training are assigned to report on evolution-creationism controversies, which inevitably leads to distortions of the relevant science. A misconceived concern for balance frequently results in equal time being accorded to biologists and creationists, creating the illusion of scientific equivalence. At other times, a clear bias toward creationism is revealed, especially on cable television. Focusing mainly on recent treatments, this article analyzes and critiques specific stories, as well as trends and patterns in coverage in newspapers, magazines, and television; it concludes with suggestions of ways in which scientists can be more effective in dealing with the media.

  • Exploring Issues in Evolutionary Science and Society

    In a Special Report in the March 2005 issue of BioScience (Volume 55, Number 3, pages 198-200) Oksana Hlodan reports on a symposium held at the 2004 annual meeting of the National Association of Biology Teachers. The symposium —cosponsored by the American Institute of Biological Sciences, Biological Sciences Curriculum Study and National Association of Biology Teachers — provided biology teachers with the opportunity to interact with panels of leading evolution scholars and science educators.

  • Creationism's Trojan Horse: The Wedge of Intelligent Design

    In the Special Book Section of the March 2005 BioScience, Barry Palevitz of the University of Georgia’s Department of Plant Biology, reviews “Creationism’s Trojan Horse: The Wedge of Intelligent Design.” Authored by philosopher Barbara Carroll Forest and developmental biologist Paul R. Gross, Creationism’s Trojan Horse documents the political strategy driving efforts to introduce or mandate intelligent design/creationism into the public school science curriculum.

  • More Education for Evolution Teachers

    A September 2004 editorial by Robert Gropp references a study published in the same issue that demonstrates that too many educators lack an adequate understanding of the legal framework that protects the teaching of evolution. The editorial encourages university science and education faculty to become more engaged in providing current and future teachers with the information they need to address the evolution issue.

  • How Well Do Biology Teachers Understand the Legal Issues Associated with the Teaching of Evolution?

    In the September 2004 issue of BioScience (Volume 54 pages 860-865), Dr. Randy Moore presents findings of a survey demonstrating that many science teachers could use additional information about the legal framework governing the teaching of evolutionary science.

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