- Teaching Notes
- Answer Key
The Evolution of Creationism
Critically Appraising Intelligent Design
This PBL case on Intelligent Design was written for freshman biology majors at a Christian liberal arts college. Students read about the claims and actions of proponents of Intelligent Design as they work for its inclusion in the high school science curriculum. In the process, students learn about the nature of science and the importance of evolution in the field of biology. More advanced students are given the task of critically evaluating one specific (and much cited) claim made by Intelligent Design supporters that the irreducible complexity of the bacterial flagellum suggests it cannot be the product of evolution.
|Keywords:||Intelligent design; creationism; evolution; irreducible complexity; bacterial flagellum; science curriculum|
|Topical Area:||Pseudoscience, Scientific argumentation|
|Educational Level:||Undergraduate lower division, Undergraduate upper division, General public & informal education, Faculty development|
|Subject Headings:||Evolutionary Biology Biology (General) Science (General) Science Education Teacher Education|
|Copyright:||Copyright held by the National Center for Case Study Teaching in Science, University at Buffalo, State University of New York. Please see our usage guidelines, which outline our policy concerning permissible reproduction of this work.|
Case teaching notes are intended to help teachers select and adopt a case. They typically include a summary of the case, teaching objectives, information about the intended audience and how the case may be taught, a case analysis or answer key, and references.
Download Teaching Notes
Answer keys provide answers to the questions posed in a case study. Since these questions are intended to be answered by students and are often graded, answer keys are password-protected and access to them is limited to registered instructors.