SCIENCE EXCELLENCE FOR ALL OHIOANS (SEAO) APPLAUDS STATE BOARD ADOPTION OF SCIENCE MODEL CURRICULUM.

We are pleased that on March 9, 2004, the Ohio State Board of Education adopted, by a 13-5 vote, lesson Set A of the Science Model Curriculum. This set contains a "Critical Analysis of Evolution" module that presents evidence both supporting and challenging macroevolution (the theory of descent from a common ancestry). This lesson does not mention intelligent design theory.

The Board is to be commended for approving this material, and classrooms around Ohio will be the benefactors. With this action, the Ohio Board has implemented the Grade 10 Science benchmark: "Describe how scientists continue to investigate and critically analyze aspects of evolutionary theory." The intent of this benchmark was clarified by Board member Dr. Deborah Owens Fink on Oct. 15, 2002: "what does this really mean? It means very simply, to present differing views [of evolutionary theory] together - the scientific evidence that supports and that does not support each of these views." The "Critical Analysis of Evolution" lesson fulfills this intent.

The "Critical Analysis" lesson has several features that support good science education:
*Students will examine the nature of theories, which are tentative explanations of phenomena. Theories are always open to critical analysis and possible modification.
*Students will learn the difference between two distinct meanings of the word "evolution." Microevolution (minor genetic variation within a species) is well-accepted, while macroevolution is much more tentative.
*Students will explore how the scientific method works in a practical and interesting application.
*Students will develop and present arguments on how five lines of evidence either support or challenge macroevolutionary theory. This will allow them to think critically and formulate their own viewpoints.

The Ohio Science Standards and Model Curriculum are aligned with requirements of the No Child Left Behind Act of 2001, which calls for instructional materials to be "secular, neutral, and non-ideological." According to the National Assessment Governing Board, the term "neutral and non-ideological" means that "items will not advocate for a . . . single perspective on a controversial issue." And "biological evolution" is specifically named as a controversial issue in the conference report to No Child Left Behind.

By encouraging teachers to present evidence both supporting and challenging macroevolution, the Ohio Board has affirmed academic freedom for teachers and critical thinking for students. By this action, the Ohio Board has made a very positive statement in support of objectivity in the teaching of biological origins.

Douglas Rudy, Director, 614-284-1955
Robert Lattimer, Co-founder, 330-653-2336.
Science Excellence for All Ohioans (www.sciohio.org)
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Science Excellence for All Ohioans (SEAO) is a network of concerned citizens who support excellent state science standards and model curricula that are fair, reasonable, and unbiased. SEAO, formed in 2001, is an independent organization that works for objectivity in the teaching of biological origins.

 

 

 

 

 

 

 

 

 

 

 

 

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