Do misunderstandings of the nature of science ever affect the decisions made about science education in the United States?
Yes. Unfortunately, this happens all too frequently. For example, in August, 1999 the Kansas State Board of Education voted to reduce emphasis on evolution, the big bang, and other important geological ideas related to the age of the earth in the state science standards. The rationale provided by certain board members was that local school boards should have the right to decide whether students in their districts should learn about these “controversial” subjects. Some supporters of the Board hailed this decision as a “victory for academic freedom.” However, the Board members’ justification was soon brought into question by the revelation that a Young Earth Creationist organization had a significant influence on language of the final draft of the standards. For a more thorough analysis of this situation, see Jack Krebs’ description here. In addition, the Board also changed the definition of science from “seeking natural explanations for what we observe in the world around us” to “seekin
