NCSE Evolution and Climate Education Update for 2018/09/14
(by NCSE Deputy Director Glenn Branch)
Dear friends of NCSE, The latest draft of Arizona's state science standards is problematic for both evolution and now climate change. NSTA issues a new, and welcome, statement on the teaching of climate science. And NCSE's Ann Reid addresses climate change education in the pages of Education Week.
EVOLUTION, AND NOW CLIMATE CHANGE, UNDER ATTACK IN ARIZONA As the latest draft of a new set of state science standards for Arizona is apparently on its way to the state board of education for its approval, concerns about the compromised treatment of evolution remain -- and have been now joined by concerns about the deletion of material about climate change. As NCSE previously reported, the treatment of evolution in a previous draft of the standards was sabotaged by staff at the state department of education at the behest of Superintendent Diane Douglas, who is on record as advocating the teaching of "intelligent design" alongside evolution and as disagreeing with the rulings that prevent it. While "intelligent design" was not included in the draft, the revisions were clearly aimed at softening the treatment of evolution. For example, a middle-school-level standard discussing natural selection's role in speciation was revised to eliminate the e-word, "evolution," as well as the reference to speciation. After a public comment period during which thousands of responses were received, the standards were again revised in light of the comments in July 2018 -- except for the sections on evolution, which were revised by a specially appointed committee over the course of three hours on August 30, 2018. Astonishingly, a young-earth creationist was appointed to the evolution committee. As the Phoenix New Times reported (September 13, 2018), "Joseph Kezele, the president of the Arizona Origin Science Association, is a staunch believer in the idea that enough scientific evidence exists to back up the biblical story of creation." While he reportedly refrained from discussing creationism during the process, "Kezele successfully convinced other members to de-emphasize evolution in at least one instance," according to the New Times, changing a description of evolution as "the explanation" for the unity and diversity of life to "an explanation." Although there are places in which the treatment of evolution was improved, the idea of common ancestry -- which is prominent in the NRC Framework for K-12 Science Education and Working with Big Ideas of Science Education, both major sources for the Arizona standards -- is still absent from the draft. Meanwhile, climate change seems also to have been targeted in the latest draft, with -- for example -- the wholesale deletion of the discussion of climate change in the high-school-level Earth and Space Science Plus (i.e., honors) section of the standards. It is as yet unclear what motivated these deletions. The apparent targeting of climate change in Arizona's state science standards was already noted in reports on the National Science Teacher Association's recent statement on the teaching of climate science, such as Education Week's and Inside Climate News's (both September 13, 2018). What's next? After a finalized version of the latest draft is prepared, it will undergo evaluation by Superintendent Douglas and then be submitted to the state board of education for its decision. The board is expected to consider the standards at its September 24, 2018, meeting, although no agenda for the meeting is yet available. "Arizona can do better than this," commented NCSE's executive director Ann Reid. "Anyone who cares about the integrity of science education in Arizona should tell the board return the standards to the department of education for further work -- under the guidance, I hope, of a superintendent who understands the value of science education." Superintendent Douglas, who lost her bid to be the Republican nominee for Superintendent of Public Instruction in the August 28, 2018, primary election, is expected to be replaced by either Frank Riggs (the Republican nominee) or Kathy Hoffman (the Democratic nominee) in 2019 after the November 6, 2018, general election. For the latest draft of the standards (PDF), visit: https://cms.azed.gov/home/GetDocumentFile?id=5b91452a1dcb25071039a83b For the story in the Phoenix New Times, visit: https://www.phoenixnewtimes.com/news/creationist-helped-review-arizona-evolution-curriculum-10820376 For the stories in Education Week and Inside Climate News, visit: http://blogs.edweek.org/edweek/curriculum/2018/09/nsta_climate_change_resolution.html https://insideclimatenews.org/news/13092018/science-teachers-climate-change-denial-nsta-national-association-position-statement-state-standards-heartland And for NCSE's previous coverage of events in Arizona, visit: https://ncse.com/news/arizona NSTA ISSUES STATEMENT ON TEACHING CLIMATE SCIENCE The National Science Teachers Association issued a position statement on the teaching of climate science on September 13, 2018. The statement acknowledges the overwhelming scientific consensus on anthropogenic climate change and calls for climate change to be taught "as any other established field of science." In a September 13, 2018, press release announcing the statement, David Evans, NSTA's executive director, commented, "Now more than ever, we need to give educators the support they need to stand up against pressures from special interests, parents, or their state leaders to teach ideas not based on scientific evidence." As Education Week observed (September 13, 2018), "this isn't a new position for the NSTA; rather, it's a compilation and reiteration of its beliefs." But NSTA's Evans emphasized the importance of the statement as showing that "the largest organization of science teachers responsible for opinions and policy on science education feels strongly" about the issue. Among the references cited in the new statement are Mixed Messages, the top-line report on the NCSE/Penn State survey on climate change education, and NCSE's on-line Voices for Climate Change Education, as well as articles in BioScience and Bulletin of the Atomic Scientists coauthored by NCSE's deputy director Glenn Branch. Branch told Inside Climate News (September 13, 2018) that he hoped that the statement would empower teachers. If pressured not to teach climate change properly, he said, a teacher could reply, "I'm a professional ... I have responsibilities to my profession, and my professional organization, the NSTA[,] says this is what I should be doing.'" For NSTA's statement on climate change and its press release, visit: http://www.nsta.org/about/positions/climatescience.aspx http://www.nsta.org/about/pressroom.aspx?id=60351 For the story in Education Week, visit: http://blogs.edweek.org/edweek/curriculum/2018/09/nsta_climate_change_resolution.html For the NCSE references in NSTA's statement, visit: https://ncse.com/files/MixedMessages.pdf https://ncse.com/library-resource/voices-climate-change-education https://academic.oup.com/bioscience/article/63/9/717/260544/Defending-Science-Education-Climate-as-a-Second http://dx.doi.org/10.1080/00963402.2016.1145906 For the story in Inside Climate News, visit: https://insideclimatenews.org/news/13092018/science-teachers-climate-change-denial-nsta-national-association-position-statement-state-standards-heartland And for NCSE's resources on climate change, visit: https://ncse.com/climate NCSE'S ANN REID IN EDUCATION WEEK In a column (September 11, 2018) for Education Week, NCSE's executive director Ann Reid warned of the obstacles to effective climate change education -- campaigns to promote doubt and denial, inadequate preparation provided for teachers, and the ideological polarization of public opinion. But she also cited three facts that "offer hope for the future": the documented interest of science teachers in learning about climate science, the abundance of evidence enabling climate change to be taught in any middle or high school science class, and the affirmation of climate change by people with different religious and political views. Reid concluded, "if we work together to help teachers learn and confidently teach the science, the next generation not only will be fully informed, but also will have gained the experience of scientific thinking and problem-solving that will help them meet the challenges they will face in a warming world." For Reid's column, visit: https://www.edweek.org/ew/articles/2018/09/11/climate-change-is-not-up-for-debate.html And for NCSE's resources on climate change, visit: https://ncse.com/climate Thanks for reading. And don't forget to visit NCSE's website -- https://ncse.com -- where you can always find the latest news on evolution and climate education and threats to them. -- Sincerely, Glenn Branch Deputy Director National Center for Science Education, Inc. 1904 Franklin Street, Suite 600 Oakland CA 94612-2922 510-601-7203 fax 510-788-7971 branch@ncse.com https://ncse.com Check out NCSE's blog: https://ncse.com/blog Subscribe to NCSE's free weekly e-newsletter: https://groups.google.com/group/ncse-news NCSE is on Facebook, YouTube, and Twitter: https://www.facebook.com/evolution.ncse https://www.youtube.com/NatCen4ScienceEd https://twitter.com/ncse NCSE's work is supported by its members. Join today! https://ncse.com/join