Resource Image The Creation Controversy and The Science Classroom

by: James W. Skehan S.J., Ph.D. and Craig E. Nelson, Ph.D.
$14.36 - Member Price  
$17.95 - Nonmember Price


Type of Resource: NSTA Press Book (also see downloadable pdf version of this book)
Publication Title: None
Publication Date: 1/1/2000
Stock Number: PB069X2
ISBN: 978-0-87355-184-7
Grade Level: Elementary School, High School, Middle School


Organized into three practical parts, The Creation Controversy provides teachers with insights into modern science and the Book of Genesis, effective strategies for teaching evolution and other controversial topics, and the NSTA Position Statement on Evolution.

Ideas For Use


The Creation of the Universe & Religion in Classroom Science
Posted in Earth and Space Science by Maureen Stover on Mon Mar 14, 2011 3:07 PM

Hi Stacy, The webpage that Carolyn provided a link to is a great resource! NSTA has several other resources to help ...

Additional Info

Science Discipline: (mouse over for full classification)
Earth system evolution
Universe origin
Natural selection
Scientific habits of mind
Historical perspectives
Intended User Role:Curriculum Supervisor, Elementary-Level Educator, High-School Educator, Middle-Level Educator, Teacher
Educational Issues:Classroom management, Curriculum, Educational research, Inquiry learning, Instructional materials, Learning theory, Professional development, Teacher content knowledge, Teaching strategies


This Title Also Available as Part of a Set:

Prodcut Preview Image The Creation Controversy and The Science Classroom (Print and e-Book set)
Member Price: $18.67 Nonmember Price: $23.34

National Standards Correlation

This resource has 13 correlations with the National Standards.  

This resource has 13 correlations with the National Standards.  

  • Life Science
    • Diversity and adaptations of organisms
      • Biological evolution accounts for the diversity of species developed through gradual processes over many generations (5-8)
      • Species acquire many of their unique characteristics through biological adaptation, which involves the selection of naturally occurring variations in populations. (5-8)
      • Fossils indicate that many organisms that lived long ago are extinct. (5-8)
    • Biological evolution
      • Evolution is the consequence of the interactions of the ensuing selection by the environment of those offspring better able to survive and leave offspring. (9-12)
      • The great diversity of organisms is the result of more than 3.5 billion years of evolution that has filled every available niche with life forms. (9-12)
      • Natural selection and its evolutionary consequences provide a scientific explanation for the fossil record of ancient life forms, as well as for the striking molecular similarities observed among the diverse species of living organisms. (9-12)
  • Earth Science
    • Origin and evolution of the earth system
      • The sun, the earth, and the rest of the solar system formed from a nebular cloud of dust and gas 4.6 billion years ago. (9-12)
    • Origin and evolution of the universe
      • The origin of the universe remains one of the greatest questions in science. (9-12)
      • The "big bang" theory places the origin between 10 and 20 billion years ago, when the universe began in a hot dense state; according to this theory, the universe has been expanding ever since. (9-12)
  • Science as Inquiry
    • Abilities necessary to do scientific inquiry
      • Think critically and logically to make the relationships between evidence and explanations.
    • Understandings about scientific inquiry
      • Historical and current scientific knowledge influence the design and interpretation of investigations and the evaluation of proposed explanations made by other scientists. (9-12)
  • History and Nature of Science
    • Nature of scientific knowledge
      • Explanations on how the natural world changes based on myths, personal beliefs, religious values, mystical inspiration, superstition, or authority may be personally useful and socially relevant, but they are not scientific. (9-12)
    • Historical perspectives
      • NA

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