CONTENTS -- Foreword -- Introduction -- NSTA Position Statement -- SECTION I -- SECTION II -- SECTION III -- FOREWORD -- INTRODUCTION -- TEXTBOOKS AND TEACHING -- TEACHING THE SCIENTIFIC THEORY OF EVOLUTION -- TEACHING INQUIRY AND THE NATURE OF SCIENCE -- SUPPORT FOR SCIENCE TEACHERS -- CONCLUSION -- REFERENCES -- NSTA POSITION STATEMENT -- INTRODUCTION -- DECLARATIONS -- THE NATURE OF SCIENCE AND SCIENTIFIC THEORIES -- EVOLUTION AS A UNIFYING CONCEPT -- CREATIONISM AND OTHER NONSCIENTIFIC VIEWS -- LEGAL ISSUES -- REFERENCES -- ADDITIONAL RESOURCES -- SECTION I -- ARGUING FOR EVOLUTION -- EVOLUTION AND SCIENCE -- RELIGION AND SCIENCE -- INTELLIGENT DESIGN? -- BIOGRAPHICAL NOTE -- EVIDENCE FOR EVOLUTION -- DATING THE EARTH -- THE BIG BANG -- STAR DATES -- REFERENCES -- THOUGHT PATTERNS IN SCIENCE AND CREATIONISM -- VALIDATING EVIDENCE -- ACCEPTING EMPIRICAL EVIDENCE -- PATTERNS OF THOUGHT -- TEACHING SCIENCE AND TECHNOLOGY -- REFERENCES -- AUTHOR'S NOTE -- EDITOR'S NOTE -- SECTION II -- EVOLUTION AND THE NATURE OF SCIENCE -- WHAT DO THE STANDARDS SAY ABOUT EVOLUTION? -- Grades K-4: Evolution -- Grades 5-8: Evolution -- Grades 9-12: Evolution -- WHAT DO THE STANDARDS SAY ABOUT THE NATURE OF SCIENCE? -- Grades K-4: Nature of Science -- Grades 5-8: Nature of Science -- Grades 9-12: Nature of Science -- CRITERIA FOR DEVELOPING AND USING STANDARDS -- BEYOND STANDARDS -- CONCLUSION -- REFERENCES -- DO STANDARDS MATTER? -- EVOLUTION: THE MISSING SUBJECT -- NOT MUCH HAS CHANGED -- ONLINE EXTENSION -- REFERENCES -- EVOLUTION: DON'T DEBATE, EDUCATE -- AVOID DEBATING -- INQUIRY, THE NATURE OF SCIENCE, AND EVOLUTION -- THE BEST REMEDY -- REFERENCES -- IT'S NOT JUST A THEORY -- BEYOND COURSE CONTENT -- IMPLICATIONS FOR EDUCATORS -- REFERENCES -- EVOLUTION AND INTELLIGENT DESIGN -- ESTABLISHING NEW KNOWLEDGE -- WHERE'S THE EVIDENCE? -- NOT A SCIENTIFIC THEORY.

CONTROVERSY IN THE CLASSROOM -- REFERENCES -- SECTION III -- ATTITUDES TOWARD EVOLUTION -- CURRENT VIEWS -- METHODOLOGY -- OVERALL TRENDS -- COMPARISONS OF SUBPOPULATION TRENDS -- ACKNOWLEDGMENT -- REFERENCES -- INVESTIGATING ISLAND EVOLUTION -- ENGAGING ISLANDS -- CLASSROOM EXPLORATION -- STUDENTS EXPLAIN EVOLUTION -- ELABORATION -- STUDENT EVALUATION -- REFERENCES -- SEARCHING FOR THE PERFECT LESSON -- ENGAGING ALL STUDENTS -- REFERENCES -- COMPARING COMMON ORIGINS -- LOOKING FOR LINKS -- PROTEIN ELECTROPHORESIS LAB -- Phase One: Engagement -- Phase Two: Exploration -- Phase Three: Explanation -- Phase Four: Extension -- Phase Five: Evaluation -- REFERENCES -- SYMBIOSIS: AN EVOLUTIONARY INNOVATOR -- DEFINING SYMBIOSIS -- SYMBIOSIS AND EVOLUTION -- SHAPING THE GENETIC LANDSCAPE -- ROOM FOR DISSENT -- ACKNOWLEDGMENTS -- REFERENCES -- A TEACHING GUIDE TO EVOLUTION -- MOLECULAR EVIDENCE OF EVOLUTIONARY RELATIONSHIPS -- Universality of DNA Structure -- Similarities among Diverse Organisms -- Nonfunctional Sequences -- Universality of Triplet Code and Translation Process -- BIOCHEMICAL EVIDENCEOF EVOLUTIONARY RELATIONSHIPS -- Metabolic Pathways -- Genetic Variability of Proteins -- GENETICS OF EVOLUTION -- Gene Duplication and Evolution -- Exon Shuffling and Evolution -- Genome Duplication and Evolution -- Teaching Evolution Directly -- ACKNOWLEDGMENT -- REFERENCES -- APPENDIX -- List of Contributors.