Final presentation for my INFS 1000 class project. Based on my 3 phase research.

1. or The Research of Evolution
By
Tamara Blomberg

2. Original Topic & Explanation –
Evolution vs. Creation
 Evolution vs. Creation/Intelligent Design –
Since they are all theories as to the
beginning of life and the universe, why are
they not taught equally in public schools?
Creation used to be taught exclusively
until the famous “Monkey Trial” and now
the situation is reversed and only Evolution
is taught in most places. Since there are no
eye-witnesses or scientific records that
date back early enough to prove or
disprove either theory, why aren’t they
taught on equal ground?

3. Take a stance and re-phrase as
 Should evolution be 
a statement of the stance you
taught as are taking/focusing on for your
research.
“unquestionable fact”
or as “one theory” of  Also, be sure you are taking
into account the fact that in
how human life scientific terminology/jargon,
the term “theory” is not used
began? the same way we may use it
elsewhere (ie. In scientific
terminology, a theory is not
simply speculation, but is
actually something that has
been well-tested and is
supported by a great deal of
scientific evidence.)
Narrowed Topic Focus Professor’s Feedback

4.  The theory of evolution is  It would be helpful to further
often taught in public define this or even limit to
classrooms as unquestionable one/some “theory/theories”
fact not as one possible theory. that should also be taught in
The beginning of human life public schools; and, again,
and the universe pre-date consider use of the term
eyewitness reports, “theories.” Also, are there any
documented history and limitations that should be put
scientific experimentation. on what types of theories are
Therefore there are problems taught in a public educational
with all the theories of how institution/any criteria for
human life began on the planet what is taught?
and no way to prove any one  scientists might argue it would
theory should be taught be biased against scientific
equally giving the students reasoning/scientific method to
unbiased information. This will do this in a science class that
allow the student to decide for teaches scientific method that
themselves which theory is supports the theory of
most logical. evolution
Original Thesis Statement Professor’s Feedback

5. Evolution vs. Intelligent Design in public schools:
I attempted to incorporate the
Professor’s feedback into my
project. I used the word “theory”
less and used the words “Intelligent
Design” instead of “Creation”
whenever possible. I wanted to
make my research more scientific
and less religious.

6.  While teaching evolution in a  I think there are enough flaws in the
theory of evolution and enough science
science class, the science behind intelligent design that they should
behind alternative ideas should both be taught in Science classes. This
would allow students to use critical
also be explored. Teachers thinking skills to analyze the evidence.
should also give students Based on scientific evidence many in the
information on the flaws and scientific community believe that
evolution is the only theory as to the
gaps in the theory of evolution. beginnings of life on Earth, but intelligent
Because the beginning of life design also has supporters in the scientific
community. There are flaws in the
and the universe pre-dates any evolutionary theory and much of it is not
recordable data, and is not testable or repeatable in a lab setting.
repeatable or testable in a lab There are questions involving the
complexity of human life, the differences
setting, there always will be between macroevolution & microevolution
some level of assumption and and the lack of transitional fossil evidence
that can be scientifically explained
speculation involved in any through intelligent design. Because the
hypothesis as to the origins of beginning of life and the universe pre-
dates any recordable data, there will be
life. some level of assumption and speculation
involved in any hypothesis. Due to these
assumptions many educated people think
that evolution is as much of a belief
system as creationism.
Revised -Narrowed Topic Focus Revised Thesis Statement

7. Evolution vs. Intelligent Design in the public school
Science class:
 Although the professor said I did a
good job incorporating her feedback
into my project, my revised thesis
statement was way too long and
used personal language.
 The thesis statement isn’t graded
again in Phase 3, but needed to be
edited to use for my research
justification, analysis & evaluation.

8.  Finalrevised thesis statement – “Right now
most science classes teach evolution as the
only theory as to the beginnings of life on
Earth. Given both the science behind
“intelligent design” and the scientific flaws
in “evolution” they both should be taught in
the science class. This will give students the
opportunity to use critical thinking skills and
the scientific method to analyze and justify
the evidence.”

9. What I learned through the process:
 Don’t used biased language or be
locked into one idea.
 Be open minded and flexible. Look for
sources from all viewpoints.
 Don’t limit yourself to one database.
 When you find a possible source use
the works cited in it to find more.
 When searching, use the links and
subject headings to find other sources.

10. What I learned through the process:
 The one thing I found frustrating in doing
this project was duplicating the search
process for the Professor. There were times
when I had a good source in my hand, but
couldn’t adequately explain how I searched
for it. Luckily, in most cases that won’t
really be necessary.
 I learned quite a bit about research
throughout this class and will use the
information often – in my job, my
education and my personal life.

11.  Masci, David. “Evolution Vs. Creationism.” CQ Researcher 22 Aug. 1997: 745-68. CQ
Researcher Online. Web. 3 Oct. 2011.
 “Evolution and Creationism." Issues & Controversies On File. 1 Sept. 2000. Issues &
Controversies Facts On File News Services. Web. 3 Oct. 2011.
 ParkerParker, Gary. Creation: Facts of Life: How Real Science Reveals the Hand of
God. Green Forest, AR: Master, 2006. Print.
 Moore, Randy, Christopher Brooks, and Sehoya Cotner. "The Relation Of High School
Biology Courses & Students' Religiou Beliefs To College Students' Knowledge Of
Evolution." American Biology Teacher 73.4 (2011): 222-226. Academic Search
Premier. Web. 14 Nov. 2011.
 Winkler-Schmit, David. "Monkey Business." The Gambit: 9-11. Alt-PressWatch. 10
Mar 2009. Web. 14 Nov. 2011
<http://search.proquest.com/docview/205424475?accountid=28000 >.
 Catharine Skipp, et al. "Doubting Darwin." Newsweek 145.6 (2005): 44-50. Academic
Search Premier. Web. 2 Dec. 2011.
 Schneider, Nathan. "Evolving Allah: Can One Man Succeed In Stirring Up The Muslim
World Against Darwin?." Search - DC 20.2 (2009): 24-30. Academic Search Premier.
Web. 2 Dec. 2011.
 Hewlett, Martinez, and Ted Peters. "Evolution In Our Schools: What Should We
Teach?." Dialog: A Journal Of Theology 45.1 (2006): 106-109. Academic Search
Premier. Web. 2 Dec. 2011.
 Johnson, Phillip E. Darwin on Trial. Leicester: Inter-Varsity, 2000. Print.