Revised final class presentation for INFS 1000.

1. or The Research of Evolution
By
Tamara Blomberg

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

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

7. Evolution vs. Intelligent
Design in the public
school Science class:
Phase III
 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. Phase III
 Final revised 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:
Conclusions:
 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:
Conclusions:
 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. Works cited in my project:
 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.