|Anti-evolution books on sale during the Scopes "Monkey Trial" in 1925. Credit: Getty Images|
Topics: Biology, Civics, Climate Change, Education, Science, Research
History.com: Scopes Monkey Trial
Nearly a quarter of a million science teachers are hard at work in public schools in the United States, helping to ensure that today’s students are equipped with the theoretical knowledge and the practical know-how they will need to flourish in tomorrow’s world. Ideally, they are doing so with the support of the lawmakers in their state’s legislatures. But in 2019 a handful of legislators scattered across the country introduced more than a dozen bills that threaten the integrity of science education.
It was a mixed batch, to be sure. In Indiana, Montana and South Carolina, the bills sought to require the misrepresentation of supposedly controversial topics in the science classroom, while in North Dakota, Oklahoma and South Dakota, their counterparts were content simply to allow it. Meanwhile, bills in Connecticut, Florida and Iowa aimed beyond the classroom, targeting supposedly controversial topics in the state science standards and (in the case of Florida) instructional materials.
Despite their variance, the bills shared a common goal: undermining the teaching of evolution or climate change. Sometimes it is clear: the one in Indiana would have allowed local school districts to require the teaching of a supposed alternative to evolution, while the Montana bill would have required the state’s public schools to present climate change denial. Sometimes it is cloaked in vague high-sounding language about objectivity and balance, requiring a careful analysis of the motives of the sponsors and supporters.
Either way, though, such bills would frustrate the purpose of public science education. Students deserve to learn about scientific topics in accordance with the understanding of the scientific community. With the level of acceptance of evolution among biomedical scientists at 99 percent, and the level of acceptance of climate change among climate scientists not far behind at 97 percent, it is a disservice to students to misrepresent these theoretically and practically important topics as scientifically controversial.
Science Education Is Under Legislative Attack, Glen Branch, Scientific American