000			02234 a2200349 4500
001			1032088850
005			20250317100409.0
008			250312042021xx 34 eng
020			_a9781032088853
037			_bTaylor & Francis _cGBP 46.99 _fBB
040			_a01
041			_aeng
072	7		_aWNW _2thema
072	7		_aJNU _2thema
072	7		_aPSF _2thema
072	7		_aPSC _2thema
072	7		_aWNW _2bic
072	7		_aJNU _2bic
072	7		_aPSF _2bic
072	7		_aPSC _2bic
072	7		_aSCI017000 _2bisac
072	7		_aSCI027000 _2bisac
072	7		_aSCI072000 _2bisac
072	7		_aSCI086000 _2bisac
072	7		_a599.938 _2bisac
100	1		_aElizabeth Watts
245	1	0	_aNeanderthals in the Classroom
250			_a1
260			_bCRC Press _c20210630
300			_a246 p
520			_bNeanderthals in the Classroom examines the ongoing battle surrounding evolution from a cultural and historical perspective and then puts Theodosius Dobzhansky’s claim that “nothing in biology makes sense except in the light of evolution” to the ultimate test by exploring the potential evolutionary roots of this societal and educational clash over human origins. In examining the biological roots of the conflict, Watts demonstrates how understanding our inner Neanderthal allows us to consciously choose more highly evolved forms of communication as a means of alleviating societal division and creating space for more effective science education. Key Features: Introduces readers to the multifaceted world of evolution education. Describes the complex interplay between religious beliefs and science as well as the clash of false information and formal education. Offers an overview of the transformation of public opinion of evolution and science over time in the United States due to the perceived conflict between science and religion. Examines students’ misconceptions about the theory of evolution and the general nature of scientific discovery due to the contradictory messages that they receive in popular culture. Offers potential means to amend misconceptions so that students and other individuals can integrate evolutionary theory into their worldviews, regardless of their religious background.
999			_c2065 _d2065