The Skeptical Teacher

Musings of a science teacher & skeptic in an age of woo.

Posts Tagged ‘Carnegie Foundation’

Evolution and Climate Change Come to Kansas

Posted by mattusmaximus on June 14, 2013


The state of Kansas has been a high-profile hotbed of creationist activity for quite some time, with battles over state science standards including (or not including) even a mere mention of evolution and, in recent years, climate change.  The strategy on the part of creationists goes as follows: if we aren’t allowed to teach creationism, specifically one brand called young-earth creationism, then we’ll make it so that nobody can learn evolution, either.  Global warming deniers are also employing a similar strategy in many states.

Of course, in the budding 21st century, if enough states in the United States allow creationists and global warming deniers to drive the discussion, then this is a recipe for disaster in terms of our nation’s capability to generate well-educated young students who are ready to tackle the looming scientific and technological challenges of our age.

Enter the Next Generation Science Standards, which Kansas has recently adopted (mostly because they helped to actually write the standards), that mandate the teaching of both evolution and climate change in a manner which is broadly interwoven into the curricula of public school science classes…

Kansas science standards: Schools to teach evolution, climate change

TOPEKA, Kan. (AP) – The Kansas state school board Tuesday approved new,  multi-state science standards for public schools that treat both evolution and  climate change as key concepts to be taught from kindergarten through the 12th  grade.

The State Board of Education voted 8-2 on for standards developed by Kansas,  25 other states and the National Research Council. The new guidelines are  designed to shift the emphasis in science classes to doing hands-on projects and  experiments and blending material about engineering and technology into  lessons.

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“I can concentrate on teaching processes — teaching kids how to think like  scientists,” said Cheryl Shepherd-Adams, who teaches physics at Hays High School  and traveled to Topeka to publicly endorse the new standards as vice president  of Kansas Citizens for Science. “I’m more concerned whether they can design and  analyze an experiment. That’s what science is all about.”

Past work on science standards in Kansas have been overshadowed by debates  about how evolution should be taught. The latest standards were adopted in 2007  and treat evolution as a well-established, core scientific concept, but Kansas  law requires the academic standards to be updated at least once every seven  years.

Though the new standards drew some criticism over their treatment of  evolution, it wasn’t anywhere as vocal or public as in the past. Together,  Democrats and moderate Republicans control the board, and social conservatives  wanting to inject skepticism of evolution into the standards were likely to have  found little support.

The same political factors blunted criticism of the standards’ proposed  treatment of climate change as an important concept that should be part to  lessons in all grades, rather than treated separately in upper-level high school  classes…

There has been some pushback from certain political quarters, which tend to be ideologically aligned with creationists and climate change deniers, that these standards are taking away states’ rights.  Nothing could be further from the truth, seeing as how the NGSS are NOT a federal mandate because they were written by states who volunteered to put them together.  So, if anything, the NGSS is actually strongly in favor of states rights!

Looks like public science education in the United States might just finally be evolving 🙂

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Next Generation Science Standards Fight Back Against Creationism & Global Warming Denial

Posted by mattusmaximus on March 27, 2013

Some time ago I posted about the Next Generation Science Standards (in the United States) and how important it is for teachers and those who support science and education to speak up about the NGSS.  Since then I have been fortunate enough to get more involved with this process, learn more about NGSS, and think ahead about its implementation.

First of all, let me note that I got all this information first-hand from Dr. Carol Baker, who is a member of the writing team for the NGSS and who also gave me and my colleagues an excellent presentation on the topic.  Some facts I think are important for everyone to know about the NGSS:

*It is not a federal mandate.  The NGSS is funded by private organizations – most especially by the Carnegie Foundation for the Advancement of Teaching – and it is a collaborative effort between these private sources and a number of states in the U.S.  States may choose to accept the NGSS or not, but it should be noted that if they do accept them it will cost the states nothing.  Essentially, they get the standards for free!

*Right from the outset, the people organizing and drafting the NGSS wanted to get “buy in” from the states, so they invited every state in the country to send representatives to serve on the writing team for the standards.  26 states (called Lead States) sent representatives and have been directly involved in drafting thse standards as a result.  Here is some more information about these states (highlighted in blue below)

NGSS Lead States

So you can see that these states have a broad demographic representation, are bipartisan in breadth, and they also account for over 58% of public school students, and most require three years of science for high school graduation.

*As the NGSS were drafted, the writing team sought feedback from educators in the Lead States, and after the second round of such revisions almost 95% of the original draft has been reworked based upon this feedback.  So this is definitely a bottom-up process!

Now, I’d like to mention something very interesting about that last point: it ends up that one of the states which gave the most feedback was Kentucky (which was actually 3rd – beat out only by California and New York).  And it appears the vast majority of the feedback from Kentucky educators was in support of emphasizing evolution within the NGSS.

In fact, Dr. Baker (and I agree) seems to think that this is, in effect, a reaction to the Creation Museum residing in Kentucky and the subsequent trouble it makes for science teachers in that state.  It also appears that many teachers from many other states are likewise fed up with the political tactics employed by creationists and global warming deniers in their attempts to dumb down the teaching of evolution, climate science, etc.

Bottom line: Teachers are getting tired of this nonsense, and the NGSS is giving them a way to fight back in a very broad manner.  The NGSS emphasizes, unflinchingly and unapologetically, evolutionary and climate change science; the states that choose to adopt the NGSS will have the most up-to-date science standards that show creationism and global warming denial to be the pseudosciences that they are.  And they will be held to those standards.  Good, it’s about damn time!

I would like to close by sharing Dr. Baker’s response when questioned on this topic about the fight this could create.  She said, “Bring it on!” 🙂

Posted in creationism, education, global warming denial, science funding, scientific method | Tagged: , , , , , , , , , , , , , , , , , , , , , , , , , , , , | 8 Comments »

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