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Evolutionary stasis: creationism, evolution and climate change in the Accelerated Christian Education curriculum.

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Title: Evolutionary stasis: creationism, evolution and climate change in the Accelerated Christian Education curriculum.
Authors: Scaramanga, Jenna1 (AUTHOR), Reiss, Michael J.1 (AUTHOR) m.reiss@ucl.ac.uk
Source: Cultural Studies of Science Education. Sep2023, Vol. 18 Issue 3, p809-827. 19p.
Subject Terms: *Christian education, *Creationism, *Curriculum, Science in literature, Scientific literature
Abstract: There has been little consideration in the science education literature of schools or curricula that advocate creationism. Accelerated Christian Education (ACE) is among the world's largest providers of creationist science materials with a curriculum divided into a system of workbooks which students complete at their own speed. This article examines the ways in which ACE presents particular areas of science that it considers to be contentious, namely evolution and climate change. The ACE curriculum has recently been rewritten, and we show that, like previous editions, the current curriculum relies on rote memorisation to the exclusion of other styles of learning, and that information presented is often misleading or distorted. Religious explanations of natural phenomena are sometimes given in place of scientific ones, and creationist assumptions are inserted into lessons not directly related to evolution or the Big Bang. Those who reject creationism are depicted as making an immoral choice. ACE's recent curricula also add material denying the role of humans in climate change. It is argued that both the teaching methods and content of the ACE curriculum place students at an educational disadvantage. [ABSTRACT FROM AUTHOR]
Copyright of Cultural Studies of Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Evolutionary stasis: creationism, evolution and climate change in the Accelerated Christian Education curriculum.
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  Data: <searchLink fieldCode="AR" term="%22Scaramanga%2C+Jenna%22">Scaramanga, Jenna</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Reiss%2C+Michael+J%2E%22">Reiss, Michael J.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> m.reiss@ucl.ac.uk</i>
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  Data: <searchLink fieldCode="JN" term="%22Cultural+Studies+of+Science+Education%22">Cultural Studies of Science Education</searchLink>. Sep2023, Vol. 18 Issue 3, p809-827. 19p.
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  Data: There has been little consideration in the science education literature of schools or curricula that advocate creationism. Accelerated Christian Education (ACE) is among the world's largest providers of creationist science materials with a curriculum divided into a system of workbooks which students complete at their own speed. This article examines the ways in which ACE presents particular areas of science that it considers to be contentious, namely evolution and climate change. The ACE curriculum has recently been rewritten, and we show that, like previous editions, the current curriculum relies on rote memorisation to the exclusion of other styles of learning, and that information presented is often misleading or distorted. Religious explanations of natural phenomena are sometimes given in place of scientific ones, and creationist assumptions are inserted into lessons not directly related to evolution or the Big Bang. Those who reject creationism are depicted as making an immoral choice. ACE's recent curricula also add material denying the role of humans in climate change. It is argued that both the teaching methods and content of the ACE curriculum place students at an educational disadvantage. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Cultural Studies of Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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