PIXABAY, WOKANDAPIXAmong many changes to Texas’s science-teaching standards, the state board of education has approved language that subtly scales back how much students will have to explore theories on the origins of DNA and cellular complexity—issues some were concerned would lead students out of science and into religious territory. The unanimous vote last Friday (April 21) was supported by both religious groups and pro-science organizations.
“This is an important victory for science, for science education, and most importantly, for Texas students,” Kathy Miller, president of Texas Freedom Network, which advocates against the inclusion of creationism in science curricula, said in a press release. “The culture wars have no place in our classroom, and today’s decision is one important step toward this board recognizing that.”
At issue was the use of the word “evaluate” in expecting students to consider scientific explanations for DNA’s origin and cellular complexity. Instead, students will “compare and contrast” or “examine” these ideas, the state’s education board decided.
“‘Evaluate’ means you rank these scientific explanations in terms of how adequate they are, how complete they are, how many problems exist with them, what the evidence for each ...
