tance of reaching students who do not take AP Biology. These students will constitute the large majority of the general public in the future, and their understanding of evolution will dictate which attitudes are most prevalent.

REFERENCES

Adami, C., Ofria, C., and Collier, T. C. 2000. Evolution of biological complexity. Proceedings of the National Academy of Sciences 97(9):4463-4468.

Berkman, M. B., and Plutzer, E. 2011. Defeating creationism in the courtroom, but not in the classroom. Science 331(6016):404-405.

Darwin. C. 1871. The Descent of Man, and Selection in Relation to Sex. London: John Murray.

Dorph, R., Shields, P., Tiffany-Morales, J., Hartry, A., and McCaffrey, T. 2011. High Hopes—Few Opportunities: The Status of Elementary Science Education in California. Sacramento, CA: The Center for the Future of Teaching and Learning at WestEd.

Labov, J. B., and Kline Pope, B. 2008. From the National Academies: Understanding our audiences: The design and evolution of science, evolution, and creationism. CBE/Life Sciences Education 7:20-24.

Lenski, R. E., Ofria, C., Pennock, R. T., and Adami, C. 2003. The evolutionary origin of complex features. Nature 423:139-145.

Miller, K. R., and Levine, J. S. 2004. Biology. Upper Saddle River, NJ: Prentice-Hall.

Miller, J. D., Scott, E. C., and Okamoto, S. 2006. Public acceptance of evolution. Science 313: 765-766.

National Research Council. 2007. Taking Science to School: Learning and Teaching Science in Grades K-8. Washington, DC: The National Academies Press.

Yedid, G., Ofria, C. A., and Lenski, R. E. 2008. Historical and contingent factors affect re-evolution of a complex feature lost during mass extinction in communities of digital organisms. Journal of Evolutionary Biology 21(5):1335-1357.



The National Academies | 500 Fifth St. N.W. | Washington, D.C. 20001
Copyright © National Academy of Sciences. All rights reserved.
Terms of Use and Privacy Statement