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There are contemporary lessons to be learned from Darwinâs experiences in Galápagos. For example, Darwin was impressed by how âtame and unsuspectingâ the birds were. After watching a kid on Charles Island kill several birds with a stick, Darwin noted âwhat havoc the introduction of any new beast of prey must cause in a country, before the instincts of the aborigines become adapted to the strangerâs craft or power.â Today, Galápagos and other habitats continue to be threatened by invasive species. Darwin in Galápagos includes 201 color and 73 black-and-white drawings and illustrations (some from Darwinâs original notebooks), as well as several excellent appendices (e.g., the names of islands and important sites in Galápagos, places and things bearing Darwinâs name in Galápagos, and the entire crew of the Beagle). I visit Galápagos three or four times a year with students and friends. On every visit, I overhear someone ask or wonder where Darwin was, and what he saw, in the archipelago. Thanks to Grant and Estes, we now know. If you plan to go to Galápagos, read Darwin in Galápagos before you go; it will enhance your trip immeasurably. If you donât plan on going, read Darwin in Galápagos; itâs an important book that may convince you to go. Randy Moore H.T. Morse-Alumni Distinguished Professor of Biology University of Minnesota Minneapolis, MN 55455 rmoore@umn.edu E vo lu t i o n & C r E at i o n i s m Why Evolution Works (and Creationism Fails). By Matt Young and Paul K. Strode. 2009. Rutgers University Press (ISBN 9780813545509). 224 pp. Paperback. $21.95. In nearly 20 years as an educator, I have seldom seen a publication that is as true to its title as Young and Strodeâs Why Evolution Works (and Creationism Fails). Many books on the topic seem to circumvent the discussion, choosing to be cautious rather than being ambitious in the pursuit of fairness. Their analysis of the divergent views and their presentation of both sides of what has become perhaps the most formidable and divisive controversy that biology has ever faced is nothing less than remarkable. Contemplating the argument fairly and presenting evidence and arguments both for and against the science of evolution has been a double-edged sword for teachers, students, and scientists for generations. Young and Strode offer the reader a pleasant framework for dividing the controversy, as well as the book, into serviceable units of study for the high school and collegiate levels. They wade into the fray of legal ramifications that extend beyond the science and into the courtroom and still maintain the topicâs integrity. Equally important is their method of presenting the topics of evolution and anti-evolution sentiment while being fair and methodical. Regardless of readersâ personal beliefs, they can take comfort in reading this book and come away with insight into what others think. Citing sources from both sides of the aisle, from Behe to Wallace, the authors offer the reader a step-by-step approach for considering the evidence for and against the theory of evolution. The logical progression of events, starting with a brief history of the creationist philosophy and then giving an impressive look at how science works, shows a meticulous attention to detail and allows the reader to see what aspects need to be carefully considered within a few hours of picking up the book. Soon after the introduction, the reader is able to wade rather deeply into the evolution/ creation debate and is offered up a full plate of options to consider for mental digestion. A natural progression â or, some would say, evolution â then continues through the rest of the book as readers become indoctrinated with the relatively new science nicknamed âevodevo,â see evolutionâs shortcomings in design (or perhaps successes in design), and receive a grand-scale, universal view of how things work. All in all, Young and Strode take the reader on a safari through the topic rather than the usual roller-coaster ride. Having had the privilege to carefully read and consider many different books on the topic, I found this book perfectly suited to the classroom. High school teachers may wish to use it chapter-by-chapter and augment lessons in small parts, and the book is perfectly dissectible in that regard (though as a whole it may be a bit overwhelming for high school students). The information and presentation are flawless and well suited to lesson planning. This is a perfect example of literary work being irreducibly complex. Even the smallest parts are able to be used, perhaps for a different task, but nonetheless crucial to our understanding of the importance of one of the most hotly contested theories in modern science. Michael H. Comet Biology teacher South Lewis High School Turin, NY 13473 mcomet@southlewis.org eliZabeTh coWleS teaches freshman biology, biochemistry, and entomology at eastern connecticut State university. She has taught at the undergraduate and graduate college levels for over 20 years. her interests include insect toxicology, protein characterization, and astrobiology. cowles holds degrees in biology and biochemistry from cornell university and michigan State university. her address is Department of biology, ecSu, 83 Windham St., Willimantic, cT 06226; e-mail: cowlese@ easternct.edu. The american biology Teacher booK revieWS
The American Biology Teacher – University of California Press
Published: Feb 1, 2011
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