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Teaching About Evolution and the Nature of Science
Living things have altered the earth's oceans, land surfaces, and atmosphere. For example, photosynthetic organisms are responsible for the oxygen that makes up about a fifth of the earth's atmosphere. The rapid accumulation of atmospheric oxygen about 2 billion years ago led to the evolution of more structured eucaryotic cells, which in turn gave rise to multicellular plants and animals.
contributed to many important agricultural advances by explaining the relationships among wild and domesticated plants and animals and their natural enemies. An understanding of evolution has been essential in finding and using natural resources, such as fossil fuels, and it will be indispensable as human societies strive to establish sustainable relationships with the natural environment.
Such examples can be multiplied many times. Evolutionary research is one of the most active fields of biology today, and discoveries with important practical applications occur on a regular basis.
Those who oppose the teaching of evolution in public schools sometimes ask that teachers present "the evidence against evolution." However, there is no debate within the scientific community over whether evolution occurred, and there is no evidence that evolution has not occurred. Some of the details of how evolution occurs are still being investigated. But scientists continue to debate only the particular mechanisms that result in evolution, not the overall accuracy of evolution as the explanation of life's history.
Evolution and the Nature of Science
Teaching about evolution has another important function. Because some people see evolution as conflicting with widely held beliefs, the teaching of evolution offers educators a superb opportunity to illuminate the nature of science and to differentiate science from other forms of human endeavor and understanding.
Chapter 3 describes the nature of science in detail. However, it is important from the outset to understand how the meanings of certain key words in science differ from the way that those words are used in everyday life.
Think, for example, of how people usually use the word "theory." Someone might refer to an idea and then add, "But that's only a theory." Or someone might preface a remark by saying, "My theory is …." In common usage, theory often means "guess" or ''hunch."
In science, the word "theory" means something quite different. It refers to an overarching explanation that has been well substantiated. Science has many other powerful theories besides evolution. Cell theory says that all living things are composed of