A Critical Turning Point
For nearly a decade, Minnesota has been a national leader in shaping the way science is taught. Our state's students have regularly scored at or near the top in leading science tests. As the new Minnesota Academic Standards for Science take shape, and testing of these standards get underway, will Minnesota continue to serve as a national role model for science education programs around the country? To learn more

ciMathMN Objects to Board of Teaching Rule on Science Licensure
In opposition to sole use of the Praxis II test, SciMathMN provided testimony to the Board of Teaching encouraging a system of granting licensure in additional fields of science that builds on already existing programs. These programs help to ensure that students have high quality science teachers in all areas of science. Clearly, science teachers should demonstrate content knowledge in a particular area of science, but it is as important that they demonstrate knowledge of how to teach science and how to provide safe laboratory experiences for students. The Praxis II test does not guarantee these last two areas of quality teaching. To learn more

Minnesota Assessment Advisory Panelists Sought
The Minnesota Department of Education (MDE) is looking for teachers and others with scientific expertise to assist the Department in the development of state tests in Reading, Writing, Math and Science. To learn more or apply

Evolution is Essential Science
The Theory of Evolution is as central to modern biology as the Theory of Plate Tectonics is to geology, and as the Theory of Relativity is to physics. Evolution, Plate Tectonics and Relativity are considered scientific theories because their principles have withstood countless tests of validity through experiments using multiple working hypotheses, as is required by the scientific method. There are simply no scientifically sound competing theories to the theory of evolution today.

No small part of the evolution controversy stems from differences in the everyday use of the word “theory” by scientists and non-scientists. Outside of the scientific community, the word “theory” is used the same way scientists use the word, “hypothesis”, but for scientists, a theory is a concept that is upheld in countless scientific tests and explains observed phenomena. A scientist doesn’t start from scratch; instead, s/he begins with an understanding of the accepted science, and works from there. The Theory of Evolution was a necessary precursor to the science of heredity, which in turn has lead us to the modern promise of biotechnology, including life-saving gene therapies. In biology, there is no other analytical base that can explain our observations and guide biological research other than Theory of Evolution. Teaching our students otherwise leaves them insufficiently prepared in knowing the main ideas of science.

What’s at stake?  Students need a science education well-grounded in the important ideas of science to build their personal capacity to succeed and to contribute to our state’s workforce. A workforce lacking a strong understanding of the key ideas in science will weaken Minnesota businesses and industries and contribute to the waning of US’s role as an international leader in science and technology.

The National Center for Science Education defends the teaching of evolution in the public schools and the National Science Teachers Association has a position statement and additional resources supporting the teaching of evolution. Locally, the Minnesota Citizens for Science Education are working to assure the teaching and learning of evolutionary biology and other sciences in Minnesota classrooms.