Zimmerman,    Michael.    "The   Evolution-Creation 
Controversy:  Opinions  of Ohio High School Biology 
Teachers"  Ohio Journal of Science 87 (4): 115-125, 
l987.

[Zimmerman  is  a Professor in  the  Department  of 
Biology,  Oberlin College,  Oberlin, OH, 44074.  He 
is  Editor of the Ohio Center for Science Education 
Newsletter.]

ABSTRACT--This  study present the results of a  19-
item  questionnaire distributed to all high  school 
biology  departments  in the state  of  Ohio.   The 
results  indicated  that Ohio high  school  biology 
teachers  are  far  more  likely  to  support   the 
teaching  of  evolution,  and  far less  likely  to 
support  the  teaching of creationism than  is  the 
public at large.  Most biology courses in the state 
include some evolutionary component.  There is also 
reasonably  strong sentiment against  the  teaching 
of  creationism in the public schools.   The amount 
and quality of that evolutionary teaching, however, 
are apparently well below the ideal.   Teachers are 
not    particularly    sophisticated    in    their 
understanding of evolutionary theory; only a little 
over  one-half of them feel that the theory  itself 
is testable.   Almost three-fourths of the teachers 
recognize,  however,  that creationism is not based 
on  a solid scientific  foundation.   Approximately 
10%  of  them have experienced pressure  from  pro-
creationism forces either to remove evolution  from 
the  curriculum or to install a creation component.  
Pro-evolutionary  forces  are  much  less   active.  
Teachers favoring religion and prayer in the public 
schools  are  significantly  more likely  to  teach 
creationism  in  their biology courses  than  those 
opposed.
