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Communicating Evolution As Science Evo Edu Outreach (2010) 3:254–260 DOI 10.1007/s12052-010-0224-2 VIEWS FROM UNDERSTANDING EVOLUTION Communicating Evolution as Science Anastasia Thanukos Published online: 30 April 2010 # The Author(s) 2010. This article is published with open access at Springerlink.com Keywords Nature of science . Media . Teaching threw out one of the key characteristics that make science work: the testability of its explanations. Happily, with the election of a new state board of education, the original If you are a scientist or science teacher reading this journal, definition was restored. you almost certainly recognize evolutionary biology as These are the sort of battles that the National Center for straightforward science and intelligent design and creation- Science Education and Eugenie Scott have been fighting for ism as non-science; which belongs inside the science decades and that Kenneth Miller fights to keep science classroom is clear. Unfortunately, the distinction is a blurry textbooks free of ideas that have “failed as science,” as he one for many. Most Americans support the teaching of describes in an article in this issue (Miller 2010). Such creationism in public schools (Plutzer and Berkman 2008), conflicts often play out on a political stage, shaping and around one-fourth of biology teachers in some states classroom practice in a top-down manner. Is there some- think that creationism is scientifically founded (Moore and thing that science teachers can do within the walls of their Kraemer 2005). own classrooms to impact the broader discussion of what Some anti-evolution groups have taken things a step ideas belong in science class? Science teachers can lighten further, by not just promulgating misconceptions about the load of the next generation of evolution defenders by creationism’s scientific status, but attempting to redefine helping students recognize the distinction between science science to include creationism. In 2005, the Kansas State and non-science. This means finding ways to communicate Board of Education enacted a change in the state's science the fundamental characteristics that set science apart from teaching standards (Wilgoren 2005). Science went from other endeavors and helping students learn to interpret being “the human activity of seeking natural explanations representations of evolution in the media, such as those for what we observe in the world around us” to being “a described by Carl Zimmer in this issue (Zimmer 2010). systematic method of continuing investigation that uses Here, we’ll examine what students need to know about observation, hypothesis testing, measurement, experimen- these topics, provide evolutionary examples, and discuss tation, logical argument and theory building to lead to more how this content can be incorporated into science teaching. adequate explanations of natural phenomena.” Though In so doing, we will introduce content from the University longer and more jargon-laden, the altered definition was of California Museum of Paleontology’s Understanding less specific about the types of explanations science can Science website (www.understandingscience.org). build—not just natural explanations, but any sort of explanation deemed “more adequate.” By opening the door of science to supernatural explanations, the new definition What is Science and Why Does Evolution Count? A. Thanukos (*) This is a harder question to answer than it might at first University of California Museum of Paleontology, seem. The term “science” applies to a remarkably broad set 1101 Valley Life Sciences Building, of human endeavors, and the edges of this set are fuzzy. We Berkeley, CA 94720-4780, USA ’ e-mail: [email protected] can t give a simple, one-sentence definition of science that URL: http://evolution.berkeley.edu draws a clear black line around the sorts of things Evo Edu Outreach (2010) 3:254–260 255 considered to be science. On the one hand, we have things, explanations are built. Whether “pure” or “applied,” like the investigation of evolutionary relationships among such studies are scientific in that they help us organisms, which definitely are science; on the other, we understand how the natural world works. have things, like the formulation of intelligent design & Science works with testable ideas. A testable idea “theory,” which definitely are not—with a gray area in generates expectations (also called predictions) about between. In the philosophy of science, the issue of the sorts of observations we should be able to make if distinguishing science from non-science is known as the the idea were true and the sorts of observations we demarcation problem (Godfrey-Smith 2003). For a more should be able to make if it were not true. A scientific complete discussion of the demarcation problem as it idea may be difficult to test or may only be testable at relates to evolution and creationism, see Pennock and Ruse some point in the future, but somehow, it must be (2009). testable. A lack of testability is generally what puts Despite the challenge of distinguishing science from supernatural explanations outside the realm of science. non-science, teachers can give their students something & Science relies on evidence. Scientists strive to test their concrete to help them make this determination. Scientific ideas, preferably with many lines of evidence. This endeavors have a set of key characteristics (summarized in characteristic is at the heart of science. Endeavors that Fig. 1), involving both the topic being studied and the way do not involve or lead to the fair testing of ideas with it is studied, which can help distinguish scientific inves- evidence are not a part of good science. tigations from other sorts of human endeavors: & Science is embedded in the scientific community. Science is rarely a solo project. It involves a community & Science asks questions about the natural world. The of people that generate scientific ideas, test those ideas, natural world includes the components of the physical publish scientific journals, organize conferences, train universe around us, like atoms, organisms, societies, scientists, and distribute research funds. Even scientists and outer space, as well as the natural forces at work on who work alone depend on the broader scientific those things. Science cannot study supernatural forces community in many ways. Perhaps most importantly, and explanations—things that aren’t expected to behave the scientific community provides a forum in which according to the laws that govern the natural world. scientific ideas and evidence can be sorted through and & Science helps us explain and understand. Classically, evaluated from many different perspectives. science's goal has been to build knowledge and & Scientific ideas lead to ongoing research. Typically, understanding, regardless of what we might do with answering one scientific question inspires deeper and that knowledge. However, increasingly, scientists un- more detailed questions for further research. Similarly, dertake research with the explicit goal of solving a coming up with a new scientific idea to explain an problem, and along the way, new knowledge and observation frequently leads to new expectations and areas of research. Science continues to build on itself as we learn more and more about how the world works. & Participants in science behave scientifically. Science is able to build new, reliable knowledge about the world because scientists have an informal code of conduct that helps keep science moving forward. These behaviors include considering existing knowledge and evidence, being willing to change one’s ideas in the face of contradictory evidence, and openly communicating ideas and test results to others. These behaviors are essential to the progress of science, and science has safeguards in place to ensure that they are followed. The list above outlines the characteristics most typical of scientific investigations. It should not be interpreted as all- or-nothing. For example, a study of the evolutionary relationships among an exotic group of nematodes may not ultimately lead to ongoing research, but may have all Fig. 1 Science cannot be absolutely defined; however, scientific the other characteristics of science and may be perfectly endeavors have a set of key characteristics, summarized in the Science Checklist. Illustration reproduced with permission from the Under- scientific. However, some of the characteristics listed above standing Science website are particularly important to modern science and cannot be 256 Evo Edu Outreach (2010) 3:254–260 forgone—for example, working with testable ideas and The investigation is clearly well inside the bounds of relying on evidence. Ascribing the origins of nematodes to science. a supernatural being and writing a fictional account of Similarly, the checklist can be used to analyze non- nematode behavior are activities far outside of science’s scientific endeavors, like the intelligent design movement fuzzy borders. If an activity doesn't meet most of the and astrology, to figure out where they fail as science. For characteristics listed above, or misses some of the most example, intelligent design proponents do offer an expla- important ones, it shouldn't be treated as science. nation for natural phenomena—that the action of an Using this checklist, students can see exactly why intelligent designer is responsible for some features of investigations of evolutionary biology stand up as science. organisms—though, compared to most scientific explan- To see
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