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  1. Just as biological evolution is the heart of modern biology, cosmic evolution is the heart of modern cosmology. For instructors to be confident in teaching science, it is helpful for them to appreciate the cur...

    Authors: Lawrence M. Krauss

    Citation: Evolution: Education and Outreach 2010 3:237

    Content type: EDUCATION ARTICLE

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  2. 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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  3. 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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  4. Earth scientists have devised many complementary and consistent techniques to estimate the ages of geologic events. Annually deposited layers of sediments or ice document hundreds of thousands of years of cont...

    Authors: Robert M. Hazen

    Citation: Evolution: Education and Outreach 2010 3:226

    Content type: Curriculum Article

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  5. Authors: Niles Eldredge and Gregory Eldredge

    Citation: Evolution: Education and Outreach 2010 3:238

    Content type: Editorial

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  6. 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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  7. 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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  8. The propagation of misconceptions about the theory of biological evolution must be addressed whenever and wherever they are encountered. The recent article by Paz-y-Mino and Espinoza in this journal contained ...

    Authors: Justin W. Rice, Daniel A. Warner, Clint D. Kelly, Michael P. Clough and James T. Colbert

    Citation: Evolution: Education and Outreach 2010 3:225

    Content type: Letter

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  9. Instructors’ apprehensions and the decisions instructors make about pedagogy are often linked when it comes to teaching evolution. Whether it is the reticence of K-12 teachers that their instruction may affect...

    Authors: Brian Alters

    Citation: Evolution: Education and Outreach 2010 3:219

    Content type: Education Article

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  10. Textbooks are widely used in American science classrooms and as such have become a focal point of efforts by the anti-evolution movement to eliminate or weaken evolution education in American schools. Because ...

    Authors: Kenneth R. Miller

    Citation: Evolution: Education and Outreach 2010 3:220

    Content type: Education Article

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  11. The author reflects on how much she has learned about teaching from K-12 teachers, and about the difficulties teachers encounter when they teach about evolution. Misconceptions and preconceptions, especially t...

    Authors: Eugenie C. Scott

    Citation: Evolution: Education and Outreach 2010 3:218

    Content type: Curriculum Article

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  12. 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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  13. 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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  14. 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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  15. Authors: Greg Eldredge and Niles Eldredge

    Citation: Evolution: Education and Outreach 2010 3:211

    Content type: Editorial

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  16. 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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  17. 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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  18. 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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  19. 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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  20. 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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  21. 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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  22. 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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  23. 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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  24. 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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  25. 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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  26. 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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  27. 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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  28. 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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  29. 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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