02569oam 2200625I 450 991078110480332120230124183441.01-136-88599-4978661304355997802038396001-283-04355-60-203-83963-31-136-88600-110.4324/9780203839638 (CKB)2550000000031324(EBL)667785(OCoLC)707068521(SSID)ssj0000519555(PQKBManifestationID)12159160(PQKBTitleCode)TC0000519555(PQKBWorkID)10508101(PQKB)10487529(OCoLC)709926257(MiAaPQ)EBC667785(Au-PeEL)EBL667785(CaPaEBR)ebr10452701(CaONFJC)MIL304355(EXLCZ)99255000000003132420180706d2011 uy 0engur|n|---|||||txtccrEpistemology and science education understanding the evolution vs. intelligent design controversy /edited by Roger S. Taylor and Michel FerrariNew York, N.Y. :Routledge,2011.1 online resource (318 p.)Description based upon print version of record.0-415-96380-X 0-415-96379-6 Includes bibliographic references and index.pt. 1. Epistemology -- pt. 2. Intelligent design and evolution -- pt. 3. Teaching science.How is epistemology related to the issue of teaching science and evolution in the schools? Addressing a flashpoint issue in our schools today, this book explores core epistemological differences between proponents of intelligent design and evolutionary scientists, as well as the critical role of epistemological beliefs in learning science. Preeminent scholars in these areas report empirical research and/or make a theoretical contribution, with a particular emphasis on the controversy over whether intelligent design deserves to be considered a science alongside Darwinian evolution. This pionScienceStudy and teachingPhilosophyScienceStudy and teachingPhilosophy.507.1Ferrari MichelPh. D.1105347Taylor Roger S298349MiAaPQMiAaPQMiAaPQBOOK9910781104803321Epistemology and science education3731016UNINA