FAYETTEVILLE, Ark. — In his 18 years of teaching science methods courses to University of Arkansas students, associate professor Michael Wavering has encountered resistance to teaching evolution in about one-third of the pre-service teachers. Some students say they’ll skip the controversial chapters on evolution. Others say they plan to present both evolution and creation. One student told Wavering he needed to consult his spiritual adviser before deciding how to proceed.

Wavering has found that by providing a framework for explaining the nature of science, history and law, science and religion and ways to handle the controversial topic in the classroom, students become better prepared to handle the challenge of teaching evolution. He and Richard Huber of the University of North Carolina-Wilmington presented their work at the Association for Educators of Teachers in Science international conference.

"Part of the problem for these students is a misunderstanding of the nature of science," Wavering said. Although they have taken prerequisite science courses, they have learned little about how information becomes science. They often have a hard time understanding the nature of facts, theories and laws as they apply to science.

Wavering uses class discussion to determine student views on the nature of science and has them read articles and books that discuss these issues and put them in perspective. As a result, the students develop a heightened awareness of how they portray science in the classroom.

"I want them to not look upon science as a body of immutable facts, but to be able to portray it as a growing and improving explanation of nature," he said.

Wavering also incorporates information on the history of evolutionary theory-particularly in Arkansas--and its relationship to state and federal laws. Many controversies surrounding the teaching of evolution have ended up in the Supreme Court.

"Arkansas has been a center of some of those controversies," he said, and teachers should be aware and prepared to educate their students about this history.

Once in the classroom, teachers can expect an occasional student to challenge the teaching of evolution in the classroom. Sometimes, parents will even call, complaining that evolution flies in the face of their religious beliefs and saying they don’t want their children to be taught about it.

"A teacher needs to have some kind of prepared answer for that so they don’t get caught off guard," Wavering said.

First and foremost, a teacher shouldn’t engage in a debate about evolution versus creationism, Wavering said.

"A teacher’s job isn’t to change their minds," he said.

Instead, he or she should explain that evolution is a well-founded scientific explanation that is backed by the National Science Teachers Association and other science teacher organizations and is required part of the curricula for the National Science Education Standards.

"All of those things show this person isn’t out there hanging on a limb by herself," Wavering said.

Wavering has collected a body of literature to help support pre-service teachers, including resources from the National Academy Press, the National Science Teachers Association and the National Association of Biology Teachers.