Should intelligent design be taught in public school science classrooms?

Anya Plutynski

doi:10.1007/s11191-008-9169-z

Should intelligent design be taught in public school science classrooms?

Anya Plutynski

Research output: Contribution to journal › Article › peer-review

7 Scopus citations

Abstract

A variety of different arguments have been offered for teaching "both sides" of the evolution/ID debate in public schools. This article reviews five of the most common types of arguments advanced by proponents of Intelligent Design and demonstrates how and why they are founded on confusion and misunderstanding. It argues on behalf of teaching evolution, and relegating discussion of ID to philosophy or history courses.

Original language	English
Pages (from-to)	779-795
Number of pages	17
Journal	Science and Education
Volume	19
Issue number	6
DOIs	https://doi.org/10.1007/s11191-008-9169-z
State	Published - Jun 2010

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10.1007/s11191-008-9169-z

Cite this

@article{2ad88e7ad7154ef0b604b583d2192559,

title = "Should intelligent design be taught in public school science classrooms?",

abstract = "A variety of different arguments have been offered for teaching {"}both sides{"} of the evolution/ID debate in public schools. This article reviews five of the most common types of arguments advanced by proponents of Intelligent Design and demonstrates how and why they are founded on confusion and misunderstanding. It argues on behalf of teaching evolution, and relegating discussion of ID to philosophy or history courses.",

author = "Anya Plutynski",

year = "2010",

month = jun,

doi = "10.1007/s11191-008-9169-z",

language = "English",

volume = "19",

pages = "779--795",

journal = "Science and Education",