Evolution and Nature of Science Instruction: A First-Person Account of Changes in Evolution Instruction Throughout a Career - Lawrence C. Scharmann
To do this, Scharmann explains three techniques he applied to the classroom and gives their results. He begins by emphasizing the objectivity and methodology involved in the Nature of Science (NOS) practices and applying that to evolution. Though he admits that doing this was not particularly useful when considering the dualistic nature of NOS practices and theology, therefore this teaching strategy was not as effective. So, he begins to use evolution as a way of understanding NOS practices, treating them as a tool to be used to understand the scientific theory. On the first introduction, the idea of a "tool" can lend itself to becoming one side of a dichotomy that is not productive for the student or scientific process, and while this can be explained away to a certain extent, it still was not providing the level of understanding for which Scharmann was looking. Finally, Scharmann teaches NOS practices as an antecedent to teaching evolution. He does this by letting students fully understand NOS practices by giving specific journal prompts that give them ways to think about the critical scientific understanding of material outside of evolution. This method Scharmann saw also allowed him to tailor the journals so the benefits of the other techniques were not lost in this new method.
Scharmann concludes that over thirty years of instruction, there are a few key insights that helped him structure evolution instruction. He found that teaching NOS principles first, using evolution as an ongoing theme in the course, promoting active learning techniques, and using "non-threatening assessments" all helped reduce the divide between methodology and theology, as well as helping students better perform in class. Most of these insights can also be applicable to other delicate or controversial material in other subjects as well.