learn about evolution will require truly randomized controlled trials, Nehm concluded. Developing such trials will be difficult, he acknowledged. “But my perspective—which, again, is only my personal perspective and may be wrong—is that if people can do it in medicine, where people are dying, we should be able to do it in education.”

REFERENCES

Baldwin, B. C., Ha, M., and Nehm, R. H. 2012. The Impact of a Science Teacher Professional Development Program on Evolution Knowledge, Misconceptions, and Acceptance. Proceedings of the National Association for Research in Science Teaching (NARST) Annual Conference, Indianapolis, IN, March 25-March 28.

National Research Council. 2000. How People Learn: Brain, Mind, Experience, and School: Expanded Edition.Washington, DC: National Academy Press.

National Research Council. 2001. Knowing What Students Know: The Science and Design of Educational Assessment. Washington, DC: National Academy Press.

Nehm, R. H. 2006. Faith-based evolution education? Bioscience 56(8):638-639.

Nehm, R. H. 2007. Teaching evolution and the nature of science. Focus on Microbiology Education 13(3):5-9.

Nehm, R. H., and Ha, M. 2011. Item feature effects in evolution assessment. Journal of Research in Science Teaching 48(3):237-256.

Nehm, R. H., and Reilly, L. 2007. Biology majors’ knowledge and misconceptions of natural selection. Bioscience 57(3):263-272.

Nehm, R. H., and Ridgway, J. 2011. What do experts and novices “see” in evolutionary problems? Evolution: Education and Outreach 4:666-679.

Nehm, R. H., and Schonfeld, I. 2007. Does increasing biology teacher knowledge about evolution and the nature of science lead to greater advocacy for teaching evolution in schools? Journal of Science Teacher Education 18(5):699-723.

Nehm, R. H., and Schonfeld, I. 2008. Measuring knowledge of natural selection: a Aomparison of the CINS, and open-response instrument, and oral interview. Journal of Research in Science Teaching 45(10):1131-1160.



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