Posted: Tuesday, March 3rd, 2015
by Josh Rosenau
“We’re leveraging evolution,” Solazyme CEO Jonathan Wolfson told reporter Mike Grunwald, author of The New New Deal (2012). “We take what the planet is good at making, plant sugars, and turn it into what the planet needs, oils.” The San Francisco-based company’s $200 million market capitalization, its fuel contracts with the US Navy and major airlines, and its growing business producing oils for use in foods and cosmetics all testify to the economic value of leveraging evolution.
Further down the Bay, at NASA Ames, the Advanced Control and Evolvable Systems are using evolution to make better spacecraft. In a NASA webpage about the project, researcher Jason Lohn explains, “We’re taking our cue and inspiration from nature,” allowing antennas and computer chips to evolve in software, creating remarkable new designs. “No human would build an antenna as crazy as this,” he explains. But then again, no human could build an antenna that worked as efficiently.
NASA’s engineers are not the only ones who rely on evolution. The space agency’s Exobiology Discipline Working Group, struggling to devise a way to define life (whatever world we might find it on), settled on a working definition: “life is a self-sustaining system capable of Darwinian evolution.” The definition is often attributed to Gerald Joyce, a researcher at Scripps Research Institute whose work in San Diego is leading us ever closer to understanding how Earth’s first life came to be.
Indeed, evolution has been key to the California economy for over a century. Finding and selecting crop breeds that could thrive in California turned the state into the breadbasket of the world. “What a joy life is when you have made a close working partnership with Nature,” explained Luther Burbank, the Santa Rosa-based “Wizard of Horticulture.” Burbank, who developed over 1000 plant varieties at his Santa Rosa research center celebrated his work “helping [Nature] to produce for the benefit of mankind new forms, colors, and perfumes in flowers which were never known before; fruits in form, size, and flavor never before seen on this globe; and grains of enormously increased productiveness, whose fat kernels are filled with more and better nourishment, a veritable storehouse of perfect food—new food for all the world’s untold millions for all time to come.”
Inspired by reading Charles Darwin, Luther Burbank was an ardent advocate for evolution and evolution education. In the era of the Scopes trial (and decrees by the California state superintendent of instruction that evolution might be taught only as a theory, not as fact), he joined with Stanford Chancellor David Starr Jordan and a host of other luminaries to support a new advocacy group known as the Science League of America. A speech on behalf of the League and its defense of evolution education was among the last delivered by the man whose birthday was chosen for California’s Arbor Day.
Operated from writer Maynard Shipley’s home in Sausalito, the League battled efforts to force creationism into classrooms, or to ban the teaching of evolution. Burbank, Jordan, and the congressmen, clergy, doctors, scientists, and teachers who joined the effort all feared the harm that might follow from these attacks on science education.
Ninety years later, that battle continues. From an elementary teacher in Berkeley who told children that evolution, like Santa Claus, is a myth, to school boards attempting to introduce creationist lessons, California remains an active battleground when it comes to evolution. And while the Science League of America no longer exists, we at the National Center for Science Education do remarkably similar work.
We achieved our greatest fame in 2005, for our help with the legal battle in Dover, PA. That case resulted in a ruling that “intelligent design,” like all other forms of creationism, cannot be taught as science. The lawyers who won the case relied on NCSE’s archives and our deep knowledge of the scientific, pedagogical, theological, and legal issues surrounding creationism.
But most of what we deal with doesn’t involve lawyers or press conferences. Most conflicts over the teaching of evolution can be resolved collaborative. A teacher calls asking for help with antiscience administrators or parents, or a parent writes wondering what to do about an assignment which seems to call settled science into doubt. We help them navigate the bureaucracy, give them resources explaining what is and isn’t allowed, and share our experience with successful paths to defusing the conflict.
NCSE is in our 4th decade, and the organized creationist attack on evolution is nearing its century mark. These battles aren’t likely to end soon, even as evolution-related topics from synthetic biology to personal genomics become more central to society. And so long as science teachers and science education are at risk, we at NCSE will be ready to help.
Josh Rosenau is a programs and policy director at the National Center for Science Education. He was invited to write for CCS by CSTA member Minda Berbeco.
Posted: Tuesday, March 14th, 2017
The pre-publication version of the new California Science Curriculum Framework is now available for download. This publication incorporates all the edits that were approved by the State Board of Education in November 2016 and was many months in the making. Our sincere thanks to the dozens of CSTA members were involved in its development. Our appreciation is also extended to the California Department of Education, the State Board of Education, the Instructional Quality Commission, and the Science Curriculum Framework and Evaluation Criteria Committee and their staff for their hard work and dedication to produce this document and for their commitment to the public input process. To the many writers and contributors to the Framework CSTA thanks you for your many hours of work to produce a world-class document.
For tips on how to approach this document see our article from December 2016: California Has Adopted a New Science Curriculum Framework – Now What …? If you would like to learn more about the Framework, consider participating in one of the Framework Launch events (a.k.a. Rollout #4) scheduled throughout 2017.
The final publication version (formatted for printing) will be available in July 2017. This document will not be available in printed format, only electronically.
Posted: Monday, March 13th, 2017
The 2017 Award Season is now open! One of the benefits of being a CSTA member is your eligibility for awards as well as your eligibility to nominate someone for an award. CSTA offers several awards and members may nominate individuals and organizations for the Future Science Teacher Award, the prestigious Margaret Nicholson Distinguished Service Award, and the CSTA Distinguished Contributions Award (organizational award). May 9, 2017 is the deadline for nominations for these awards. CSTA believes that the importance of science education cannot be overstated. Given the essential presence of the sciences in understanding the past and planning for the future, science education remains, and will increasingly be one of the most important disciplines in education. CSTA is committed to recognizing and encouraging excellence in science teaching through the presentation of awards to science educators and organizations who have made outstanding contributions in science education in the state and who are poised to continue the momentum of providing high quality, relevant science education into the future. Learn More…
Posted: Monday, March 13th, 2017
CSTA is now accepting applications from regular, preservice, and retired members to serve on our volunteer committees! CSTA’s all-volunteer board of directors invites you to consider maximizing your member experience by volunteering for CSTA. CSTA committee service offers you the opportunity to share your expertise, learn a new skill, or do something you love to do but never have the opportunity to do in your regular day. CSTA committee volunteers do some pretty amazing things: Learn More…
Posted: Monday, March 13th, 2017
by Marian Murphy-Shaw
If you attended an NGSS Rollout phase 1-3 or CDE workshops at CSTA’s annual conference you may recall hearing from Chris Breazeale when he was working with the CDE. Chris has relocated professionally, with his passion for science education, and is now the Executive Director at the Explorit Science Center, a hands-on exploration museum featuring interactive STEM exhibits located at the beautiful Mace Ranch, 3141 5th St. in Davis, CA. Visitors can “think it, try it, and explorit” with a variety of displays that allow visitors to “do science.” To preview the museum, or schedule a classroom visit, see www.explorit.org. Learn More…
Posted: Monday, March 13th, 2017
by Joseph Calmer
Probably like you, NGSS has been at the forefront of many department meetings, lunch conversations, and solitary lesson planning sessions. Despite reading the original NRC Framework, the Ca Draft Frameworks, and many CSTA writings, I am still left with the question: “what does it actually mean for my classroom?”
I had an eye-opening experience that helped me with that question. It came out of a conversation that I had with a student teacher. It turns out that I’ve found the secret to learning how to teach with NGSS: I need to engage in dialogue about teaching with novice teachers. I’ve had the pleasure of teaching science in some capacity for 12 years. During that time pedagogy and student learning become sort of a “hidden curriculum.” It is difficult to plan a lesson for the hidden curriculum; the best way is to just have two or more professionals talk and see what emerges. I was surprised it took me so long to realize this epiphany. Learn More…