Learning from Each Other: What Social Studies Can Learn from the Controversy Surrounding the Teaching of Evolution in Science

Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals

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17

Teaching Methods; Interdisciplinary Approach; Social Studies; Science Instruction; Science and Society; Controversial Issues (Course Content); Social Problems; Research; Literature Reviews; Conflict; Course Content; Evolution; Social Attitudes

10.1080/09585176.2013.801780

0958-5176

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.

As Provided

78

2014

EJ1023042