Reiss, M;
(2011)
Teachers as journalists?
Cultural Studies of Science Education
, 6
(2)
pp. 469-473.
10.1007/s11422-011-9322-x.
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Abstract
I start by considering some of the similarities between journalists and science teachers in their work and then go on to examine three questions that are of importance in dealing with creationism in schools: Is the issue one that is worth dealing with? How might one deal with it? What does one hope to achieve by dealing with it? I conclude that (1) it is worth science teachers dealing with the issue of creationism in schools but only if they wish to; (2) science teachers should not give the impression that the theory of evolution is scientifically controversial; (3) while one is very unlikely to change the mind, as a result of school teaching, of someone who does not, on religious grounds, accept the theory of evolution, it is very worth presenting the scientific account of the theory and enabling students to review the evidence for it. © 2011 Springer Science+Business Media B.V.
| Type: | Article |
|---|---|
| Title: | Teachers as journalists? |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1007/s11422-011-9322-x |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1548100 |
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