| Foreword | p. 1 |
| Introduction | p. 5 |
| Creationists Declare War | p. 13 |
| Campus Apologetics | |
| The War Chest | |
| The Motivation for Attacking | |
| Emotional Connectedness | |
| The Unbelievable Battle | |
| Anti-Evolution Education Evangelism | |
| Creationist Students' Culture and Nature of Science | p. 37 |
| Perceived Biblical Challenges to Evolution Teaching | p. 41 |
| Literalists | |
| Progressives | |
| Theists | |
| Problems with Polls | |
| Perceived Scientific Challenges to Evolution Teaching | p. 49 |
| Scientific Creationism | |
| Intelligent Design | |
| The General Public | |
| Category Solution: Nature of Science | |
| Why Students Reject Evolution: Religious Reasons | p. 63 |
| Students' Biblical Scholarship | |
| Biblical Rationales | |
| Study Bibles | |
| When Science and Scripture Disagree | |
| Argument and Counterargument | |
| Creationist Philosophy | |
| Why Students Reject Evolution: Nonreligious Reasons | p. 83 |
| Characterization of Science | |
| Theory and Law | |
| "Horizontal" vs. "Vertical" Evolution | |
| "Missing Links" | |
| Punctuated Equilibrium | |
| Dinosaurs and Human Tracks | |
| Dating Fossils and Rocks | |
| Origin of Life | |
| Laws of Thermodynamics | |
| Plate Tectonics | |
| Why Should Students Learn Evolution? | p. 103 |
| Why is evolution the context of the biological sciences--a unifying theory? | p. 106 |
| How do evolutionary explanations answer key questions in the biological sciences? | p. 106 |
| How does understanding evolution help us understand processes that affect our health and our day-to-day life? And how are evolutionary methods applied to other fields? | p. 108 |
| How is evolution indispensable to the subdisciplines of biology and how does it enrich them? | p. 110 |
| What do science and education societies say about the study of evolution? | p. 111 |
| Questions and Answers: Science Education | p. 113 |
| "What do you mean by evolution?" | p. 113 |
| "Is it true that evolution is not based on evidence?" | p. 115 |
| "How can you teach something that no one can see?" | p. 117 |
| "If organisms evolved, then why do they look so well designed?" | p. 119 |
| "Why can't intelligent design theory be included in science curricula?" | p. 122 |
| "Because scientists don't know every detail of how evolution occurs, shouldn't they at least consider supernatural causes as scientific explanations and teach such possibilities in the science classroom?" | p. 123 |
| "Why is evolution considered a scientific fact?" | p. 127 |
| "Why can't you prove evolution to me?" | p. 128 |
| "What good is a partial eye, wing, or other structure?" | p. 129 |
| "Isn't evolution a theory in crisis?" | p. 130 |
| "Do you evolutionists want students to think evolution is scientifically correct just because most scientists do?" | p. 132 |
| "Why shouldn't scientists invoke the supernatural for creation of first life?" | p. 133 |
| "What should we do if empirical evidence and materialist philosophy are going in different directions?" | p. 135 |
| Questions and Answers: Religion | p. 139 |
| "Didn't Darwin recant on his deathbed?" | p. 139 |
| "Doesn't evolution necessarily lead to moral decay?" | p. 141 |
| "Do you know about scientific creationism?" | p. 142 |
| "Why would God use such a time-consuming mechanism as evolution?" | p. 144 |
| "Are you telling me that miracles don't happen?" | p. 145 |
| Questions and Answers: General Education | p. 155 |
| "What's wrong with presenting both sides?" | p. 155 |
| "Why do you want to brainwash students with evolution?" | p. 157 |
| "If science explanations are tentative, why don't we teach all explanations?" | p. 158 |
| "Why can't evolution be presented in an unbiased manner?" | p. 160 |
| Questions from Instructors | p. 165 |
| "Isn't it just better to de-emphasize evolution?" | p. 165 |
| "What do creationists think of me?" | p. 166 |
| "Should I agree to debate a creationist?" | p. 167 |
| "How can I learn more about creationists?" | p. 169 |
| "Why do students fight evolution education?" | p. 170 |
| "Why can't creationists be comfortable with teaching that science gives one answer while religion gives another?" | p. 173 |
| "What about science teachers who think that evolution didn't/doesn't occur?" | p. 175 |
| "Are creationists the only ones attacking evolution in academia?" | p. 176 |
| Methods for Teaching Evolution | p. 179 |
| Students' Alternate Conceptions on Evolution | |
| Students' Confusion of Scientific Words with Everyday Words | |
| Addressing Alternate Conceptions in the Classroom | |
| Multiple Intelligences | |
| Activities | |
| Organizations That Support Evolution Education | p. 201 |
| Eight Significant Court Decisions Regarding Evolution/Creation Issues | p. 203 |
| National Center for Science Education | p. 207 |
| National Association of Biology Teachers: Statement on Teaching Evolution | p. 213 |
| An NSTA Position Statement: The Teaching of Evolution | p. 219 |
| Evolution Education Research Centre | p. 225 |
| Notes | p. 227 |
| References | p. 237 |
| Index | p. 247 |
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