Teacher knowledge of science content is an important but under-studied construct. A curricular and professional development intervention consisting of a fifth grade science curriculum, teacher workshops, and school site support was studied to determine its effect on teachers'science content knowledge as measured by a science knowledge test, a questionnaire, and classroom observations. These three measures, along with college science courses taken, were then used to examine the effect of teachers' science content knowledge on student achievement outcomes. The intervention had a significant effect on the treatment group teachers' science knowledge test scores and questionnaire responses compared to the control group, but not on the classroom observation ratings. Teachers' scores on the science knowledge test were found to be the largest significant teacher-level predictor of student achievement outcomes regardless of participation in the intervention. #

Debates over the teaching of evolution and creationism in schools abound, and very few people seem to actually know the arguments of the opposing viewpoint. Perhaps more importantly, the debate is generally waged between members with extreme views on each side, while the silent majority holds views that are more moderate. This paper describes the various belief systems that come into play in this debate, concentrating on the various forms of Judeo-Christian creationism and the theory of evolution. The paper then goes on to describe the history of the debate itself, including laws that have been passed in response to this debate, and the effects the debate is having on the way evolution is (or is not) being taught in schools. The conclusion discusses how the ideas of evolution and creationism do not have to be mutually exclusive, but that there is a proper time and place to teach each viewpoint.