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  1. Bibliographic references for all works authored by Eugenie C. Scott are provided, including her contributions to the publications of the National Center for Science Education and to other sources. The publicat...

    Authors: Adam M. Goldstein and Glenn Branch

    Citation: Evolution: Education and Outreach 2010 3:236

    Content type: Other Media Review

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  2. American student acceptance of evolution is far from uniform, even when students experience instruction in the relevant scientific methods and data. But, excellent science teaching alone cannot be expected alw...

    Authors: Raymond Arthur Eve, Susan Carol Losh and Brandon Nzekwe

    Citation: Evolution: Education and Outreach 2010 3:232

    Content type: Education Article

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  3. Every discipline has its hazards, and for evolution scientists and educators, a major hazard consists of encounters with creationists, their rhetoric, and their attempts to insert antievolutionism into public ...

    Authors: Nicholas J. Matzke

    Citation: Evolution: Education and Outreach 2010 3:233

    Content type: Curriculum Article

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  4. In a previous article, we suggested that differences in how the general public and scientists use terms such as purpose and design can lead to confusion, particularly around understanding evolution and mechanisms...

    Authors: Louise S. Mead and Eugenie C. Scott

    Citation: Evolution: Education and Outreach 2010 3:231

    Content type: Curriculum Article

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  5. Journalists have been writing about evolution since Darwin first published the Origin of Species. Today, news about evolution comes in a dizzying diversity of venues. In this paper, I survey this diversity, obser...

    Authors: Carl Zimmer

    Citation: Evolution: Education and Outreach 2010 3:212

    Content type: Other Media Review

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  6. If the American public understood what is actually known about the major evolutionary transitions in the history of life and how we know about them, uncertainty about evolution would drop precipitously, creati...

    Authors: Kevin Padian

    Citation: Evolution: Education and Outreach 2010 3:213

    Content type: Education Article

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  7. In 1999, Scott suggested that evolution has existential repercussions for some students because they confuse methodological naturalism with philosophical naturalism: conflating the incapacity of scientific exp...

    Authors: Louise S. Mead and Eugenie C. Scott

    Citation: Evolution: Education and Outreach 2010 3:210

    Content type: OVERCOMING OBSTACLES TO EVOLUTION EDUCATION

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  8. Authors: Greg Eldredge and Niles Eldredge

    Citation: Evolution: Education and Outreach 2010 3:211

    Content type: Editorial

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  9. Much of evolution is about the coevolution of species with each other. In recent years, we have learned that coevolution is much more pervasive, dynamic, and relentless than we previously thought. There are fo...

    Authors: John N. Thompson

    Citation: Evolution: Education and Outreach 2010 3:200

    Content type: Original Scientific Article

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  10. The goal of this research was to illuminate the relationship between students’ acceptance and understanding of macroevolution. Our research questions were: (1) Is there a relationship between knowledge of macr...

    Authors: Louis S. Nadelson and Sherry A. Southerland

    Citation: Evolution: Education and Outreach 2010 3:194

    Content type: Education Article

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  11. Threespine stickleback in young postglacial lakes provide a compelling example of coevolution between species that compete for resources. Coexisting pairs of stickleback species are highly divergent in habitat...

    Authors: Dolph Schluter

    Citation: Evolution: Education and Outreach 2010 3:204

    Content type: Original Scientific Article

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  12. The concept of coevolution was first developed by Darwin, who used it to explain how pollinators and food-rewarding flowers involved in specialized mutualisms could, over time, develop long tongues and deep tu...

    Authors: Steven D. Johnson and Bruce Anderson

    Citation: Evolution: Education and Outreach 2010 3:192

    Content type: Original Scientific Article

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  13. Imparting a basic understanding of evolutionary principles to students in an active, engaging fashion can be troublesome because the logistics involved in designing experiments where students pose their own qu...

    Authors: Frank M. Frey, Curtis M. Lively and Edmund D. Brodie III

    Citation: Evolution: Education and Outreach 2010 3:201

    Content type: Curriculum Article

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  14. Coevolution (reciprocal evolutionary change in interacting species) is posited as a major mechanism that creates new species. A challenge has been to understand how coevolution has shaped the patterns of relat...

    Authors: Kari A. Segraves

    Citation: Evolution: Education and Outreach 2010 3:199

    Content type: Original Scientific Article

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  15. One of the leading hypotheses for the maintenance of sexual reproduction is the Red Queen hypothesis. The underlying premise of the Red Queen hypothesis is that parasites rapidly evolve to infect common host g...

    Authors: Curtis M. Lively

    Citation: Evolution: Education and Outreach 2010 3:196

    Content type: Original Scientific Article

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  16. A clear understanding of the term "species" is fundamental to the subject of evolution. However, introductory textbooks often fail to address this topic until one of the later chapters, after having used the t...

    Authors: Mark W. Ellis and Paul G. Wolf

    Citation: Evolution: Education and Outreach 2009 3:193

    Content type: Curriculum Article

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  17. Consideration of complex geographic patterns of reciprocal adaptation has provided insight into new features of the coevolutionary process. In this paper, we provide ecological, historical, and geographical ev...

    Authors: Rodrigo Medel, Marco A. Mendez, Carmen G. Ossa and Carezza Botto-Mahan

    Citation: Evolution: Education and Outreach 2009 3:191

    Content type: Original Scientific Article

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  18. Coevolution between granivorous crossbills (Loxia spp.) and conifers has been a prominent process in the diversification of crossbills. A striking example occurs in western North America where coevolution between...

    Authors: Craig W. Benkman

    Citation: Evolution: Education and Outreach 2009 3:190

    Content type: Original Scientific Article

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  19. Regarding such an important issue as our origin, as well as the origin of all biological diversity, it is surprising to realize that evolution still faces drawbacks in keeping its deserved notability as a unif...

    Authors: Rubens Pazza, Pierre R. Penteado and Karine F. Kavalco

    Citation: Evolution: Education and Outreach 2009 3:187

    Content type: Education Article

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  20. Microbial microcosm experiments with bacteria and their viral parasites allow us to observe host–parasite coevolution in action. Laboratory populations of microbes evolve rapidly, thanks to their short generat...

    Authors: Michael A. Brockhurst

    Citation: Evolution: Education and Outreach 2009 3:188

    Content type: Original Scientific Article

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  21. Unsurprisingly, survey results indicate that Texas biology and biological anthropology faculty with expertise in an evolutionary area strongly support teaching “just evolution” (100%; N = 54) and not creationism/...

    Authors: Shelley L. Smith and Raymond A. Eve

    Citation: Evolution: Education and Outreach 2009 2:181

    Content type: Curriculum Article

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  22. Homology is a fundamental concept in comparative and evolutionary biology and yet often the focus of antievolution challenges. In describing structural similarity that is the result of common ancestry, hypothe...

    Authors: Andrew J. Petto and Louise S. Mead

    Citation: Evolution: Education and Outreach 2009 2:183

    Content type: Overcoming Obstacles to Evolution Education

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  23. Evolutionary theory has an unexpected application in philosophy of mind, where it is used by the so-called biosemantic program—also called the teleosemantic program—to account for the representational capaciti...

    Authors: Crystal L’Hôte

    Citation: Evolution: Education and Outreach 2009 3:168

    Content type: Original Scientific Article

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  24. Human beings are unusual in many ways but perhaps most strikingly in their unique symbolic form of processing information about the world around them. Although based on a long and essential evolutionary histor...

    Authors: Ian Tattersall

    Citation: Evolution: Education and Outreach 2009 2:164

    Content type: Original Scientific Article

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  25. Recent action taken by the Texas State Board of Education has opened the door to the inclusion of creationist arguments into public school science curriculum in that state and—because of the critical role of T...

    Authors: James E. Platt

    Citation: Evolution: Education and Outreach 2009 2:165

    Content type: Curriculum Article

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  26. Genetic diversity is a core concept in evolutionary biology; genetic variation is a prerequisite for heritable differential selection, and biodiversity plays a central role in debates about environmental polic...

    Authors: Eva Erdosne Toth, Sarah K. Brem and Geza Erdos

    Citation: Evolution: Education and Outreach 2009 2:163

    Content type: Curriculum Article

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  27. The paper explores the significance of Darwinian evolution for morality and moral theory. After presenting Darwin’s own views on the evolution of the moral sense and the Victorian spectrum of opinion on the re...

    Authors: Catherine Wilson

    Citation: Evolution: Education and Outreach 2009 3:162

    Content type: Article

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