Hi
I did attend the event in Cleveland though I don't have time for a full
report at this time. What I would be interested in is some advice for how
to deal with the currently proposed curriculum changes. I am in the
position to make are real contribution to the final wording of the Ohio
standards. I would like to post a few of the proposed changes here for
discussion and refer you to the full list that can be found on-line at:
http://www.sciohio.org/start.htm
This coming Monday and Tuesday there will be some dialogue in Columbus on
Monday between Miller/Kraus and Wells/Meyer. From hearing Miller/Kraus last
Saturday and knowing how Wells/Meyer represent themselves, I suspect there
will be much more heat than light at this confrontation. I won't be able to
attend but I know several that will be there.
Thanks,
Joel
Below are some of the proposed amendments to the current curriculum for
those that have not seen them (I've only picked out some of the more
controversial ones, see the web site for the entire list):
___________________________
Current draft indicator. Grade 10, Life Sciences #21, page 66. Know how life
on earth is thought to have begun as simple, one-celled organisms about 4
billion years ago. During most of the history of the earth, only
single-celled micro-organisms existed, but once cells with nuclei developed
about a billion years ago, increasingly complex multicellular organisms
evolved.
Modified indicator. Know that according to evolutionary theory, life on
earth is thought to have begun as simple, one-celled organisms shortly after
the time when the earth first became habitable. During most of the history
of the earth, only single-celled micro-organisms existed, but once cells
with nuclei developed, increasingly complex multicellular organisms
developed. Know that evolutionary biology, as a historical science, forms a
tentative reconstruction of events and processes that have already taken
place.
_________________________
Current draft indicator. Grade 10, Life Sciences #22, page 66. Know
historical scientific developments occurred in evolutionary thought (e.g.,
Darwin, Mendel, Lamarck).
Modified indicator. Know historical scientific developments that occurred in
evolutionary thought, including alternative theories that have been
considered (e.g., Paley, Darwin, Lamarck, Mendel, Behe).
________________________
Current draft indicator. Grade 10, Life Sciences #24, page 66. Understand
that natural selection provides the following mechanism for evolution: some
variation in heritable characteristics exists within every species, some of
these characteristics give individuals an advantage over others in surviving
and reproducing, and the advantaged offspring, in turn, are more likely than
others to survive and reproduce. The proportion of individuals that have
advantageous characteristics will increase.
Notes. Again no modification is suggested, since this basically describes
microevolution. None of the original indicators states the Darwinian
argument that natural selection over long periods time results in
macroevolution.
New indicator. Grade 10, Life Sciences (insert after #24, page 66). Know
that some scientists support the theory of intelligent design, which
postulates that the influence of some form of intelligence is a viable
alternative explanation for both the origin and diversity of life. Compare
and contrast the evidence that supports the design hypothesis with the
evidence that supports the evolutionary hypothesis.
__________________________
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