Challenging Evolutionary Dogma in Biology Class

Challenging Evolutionary Dogma in Biology Class

Student Instructions

A majority of high school biology classes use a certain text; namely, Biology by Miller and Levine.  (currently 2014 edition).  This webpage provides a database of scientific questions, to be asked by students, in response to evolutionary statements selected from the Miller/Levine text book (one page per sound byte).  The questions track the book’s outline by page number, and students are hereby encouraged to ask the question in class about the content of the current lesson, and then hand the teacher a printout of the appropriate page. 

For example, in Chapter 1.3 on the nature of life, p.19, the statement:

 “Over generations, groups of organisms evolve, or change over time.  Evolutionary change links all forms of life to a common origin more than 3.5 Billion years ago.” [emphasis added]

might evoke the question:

If evolution means change, why do so many organisms never change (called ‘stasis’), such as the so-called “living fossils”?  e.g.,  horseshoe crab (445 My), coelacanth (400 My), stromatolites (3.5 Billion Years, etc.)

The documentation would include the following quote:

We know that “Stasis is the single-most compelling fact of the fossil record” (Niles Eldridge, Fossils, Nevraumont, 1991, p. 44).

Each item on the Challenging Evolutionary Dogma in Biology Class page is a standalone .pdf document, identified by the page number in question, and contains a reference (and quote) from the textbook statement being challenged.  Each question can be downloaded for the student’s use in class by merely clicking on its title in the index.

The goal of this website is to equip students to question the evolutionary dogma disseminated by the textbook Biology, in a statement-by-statement fashion, as they come up in class.  Such activity is encouraged by the textbook itself, when it states the following:

“Good scientists are skeptics which means they question existing ideas and hypotheses, and they refuse to accept explanations without evidence (p.10).”

Students are therefore justified in challenging evolutionary explanations for life’s design and complexity without supporting evidence. 

 
Please click here to go back to the questions page.

 

 

Students can Question Evolution in the textbook Biology, by Miller and Levine

 

A majority of high school biology classes use a certain text; namely, Biology by Miller and Levine.  (currently 2014 edition).  This webpage provides a database of scientific questions, to be asked by students, in response to evolutionary statements selected from the Miller/Levine text book (one page per sound byte).  The questions track the book’s outline by page number, and students are hereby encouraged to ask the question in class about the content of the current lesson, and then hand the teacher a printout of the appropriate page. 

Instructions

Page 11: Exploration

Page 13: Predictions

Page 17: Biogenesis

Page 19: Stasis

Page 20a: Fossil DNA

Page 20b: Information

Page 49: Chiralty

Page 215: Cell Structure

Page 449: Genetic Diversity

Page 450: Evolution Scientific?

Page 453: Darwin's Finches

Page 454: Grand Canyon

Page 455: Uniformitarianism

Page 461: Survival of the Fittest

Page 464: Common Descent

Page 466a: Age of the Earth

Page 466c: Fossil Evidence

Page 466d: Whale Evolution

Page 467b: Whale Ancestors

Page 468: Homologous Structures

Page 469a: Embryology

Page 469b: Vestigial Organs

Page 472: Finch Beaks

Page 484: Beneficial Mutations

Page 485:  Lateral Gene Transfer

Page 488a: Pleiotropy

Page 488b: Single Gene Traits

Page 490: Population Bottlenecks

Page 496: Finch Speciation

Page 554: Primordial Soup

Page 591: Antibiotics 

Page 737: Embryological Development

Page 742a: Cladogram

 

 

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