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100   $a20180706d2011      uy         0
101 0 $aeng
135   $aur|n|---|||||
181   $ctxt
182   $cc
183   $acr
200 00$aEpistemology and science education $eunderstanding the evolution vs. intelligent design controversy /$fedited by Roger S. Taylor and Michel Ferrari
205   $a1st ed.
210  1$aNew York, N.Y. :$cRoutledge,$d2011.
215   $a1 online resource (318 p.)
300   $aDescription based upon print version of record.
311 08$a9780415963800 
311 08$a041596380X 
311 08$a9780415963794 
311 08$a0415963796 
320   $aIncludes bibliographic references and index.
327   $apt. 1. Epistemology -- pt. 2. Intelligent design and evolution -- pt. 3. Teaching science.
330   $aHow 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 pion
606   $aScience$xStudy and teaching$xPhilosophy
615  0$aScience$xStudy and teaching$xPhilosophy.
676   $a507.1
701   $aFerrari$b Michel$cPh. D.$01105347
701   $aTaylor$b Roger S$0298349
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910969764903321
996   $aEpistemology and science education$94349277
997   $aUNINA