Teaching About Evolution and the Nature of Science (1998) / Chapter Skim
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Chapter 1: Why Teach Evolution?
Chapter 1: Why Teach Evolution?
Pages 1-10
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the fossil record, they discovered People who study nature closely have countless extinct species that are clearly always asked these kinds of questions. Over related in various ways to organisms living time, two observations have proved to be today.
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As differences continue to accumulate over generations, populations of organisms diverge from their ancestors. This straightforward process, which is a natural consequence of biologically reproducing organisms competing for limited resources, is responsible for one of the most magnificent chronicles known to science.
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Evolutionary biology has also Living fish and fossil fish share many similarities, but the fossil fish clearly belongs to a different species that no longer exists. The progression of species found in the fossil record provides powerful evidence for evolution.
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For animals end their naturalenemies.An I ~O-l~ul~ =` example, photosyn- understanding of evolution has been essen thetic organisms are tial in finding and using natural resources, Teaching about evolution has another responsible for the such as fossil fuels, and it will be indispens- important function. Because some people oxygen that makes up able as human societies strive to establish see evolution as conflicting with widely held about a fifth of the sustainable relationships with the natural beliefs, the teaching of evolution offers edu earth's atmosphere.
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As with all scientific knowledge, a theory can be refined or even replaced by an Fact: In science, an observation that has been repeated ly confirmed. Law: A descriptive generalization about how some aspect of the natural world behaves under stated circumstances.
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of Chicago; assistant Cathy Forster, Univ. of Chicago; students Hilary Tindle and Tom Evans, who discovered the skull in the field in March 1991 in Big Bend National Park, Texas.
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