Learning from each other: What social studies can learn from the controversy surrounding the teaching of evolution in science

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Wayne Journell, Assistant Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: This article addresses the need for researchers to move beyond discipline-specific approaches to research and practice and offers an example of how interdisciplinary understandings can increase knowledge in respective disciplines. The specific focus of the article is the shared challenges of broaching controversy in science and social studies classrooms. Although there is much that social studies teachers can learn about the teaching of controversial public issues from the challenges science educators face in teaching evolutionary theory, and vice versa, the two literature bases have little overlap. Through this example of broaching curricular controversy in the classroom, the author argues that content instruction can be improved by increasing awareness of research and practice in other disciplines

Additional Information

Curriculum Journal, 24(4), 494-510
Language: English
Date: 2013
controversial public issues, evolution, science curriculum, social studies curriculum

Email this document to