Evolutionary Stasis: Creationism, Evolution and Climate Change in the Accelerated Christian Education Curriculum

Autor/inn/en	Scaramanga, Jenna; Reiss, Michael J.
Titel	Evolutionary Stasis: Creationism, Evolution and Climate Change in the Accelerated Christian Education Curriculum
Quelle	In: Cultural Studies of Science Education, 18 (2023) 3, S.809-827 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Reiss, Michael J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-023-10187-y
Schlagwörter	Christianity; Religious Education; Curriculum Development; Evolution; Religious Factors; Workbooks; Science Education; Instructional Materials; Climate; Rote Learning; Teaching Methods; Memorization; Cognitive Style; Creationism; Moral Values + Suchen Sie Ihr Suchwort? Christentum; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Arbeitsbuch; Naturwissenschaftliche Bildung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Klima; Mechanisches Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Gedächtnistraining; Cognitive styles; Kognitiver Stil; Schöpfungstheologie; Moral value; Ethischer Wert
Abstract	There has been little consideration in the science education literature of schools or curricula that advocate creationism. Accelerated Christian Education (ACE) is among the world's largest providers of creationist science materials with a curriculum divided into a system of workbooks which students complete at their own speed. This article examines the ways in which ACE presents particular areas of science that it considers to be contentious, namely evolution and climate change. The ACE curriculum has recently been rewritten, and we show that, like previous editions, the current curriculum relies on rote memorisation to the exclusion of other styles of learning, and that information presented is often misleading or distorted. Religious explanations of natural phenomena are sometimes given in place of scientific ones, and creationist assumptions are inserted into lessons not directly related to evolution or the Big Bang. Those who reject creationism are depicted as making an immoral choice. ACE's recent curricula also add material denying the role of humans in climate change. It is argued that both the teaching methods and content of the ACE curriculum place students at an educational disadvantage. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01