Representing evolution in science education: The challenge of teaching about natural selection Keith S Taber 1 Faculty of Education, University of Cambridge, UK Abstract: Evolutionary theory is considered to be absolutely central to an understanding of biology, and natural selection is seen as one of the most important and successful scientific theories of all time. Evolution is therefore an important part of the school science curriculum as well as being taught at higher levels for those who elect to study life sciences. Yet learners commonly misunderstand, or even reject, scientific ideas about evolution. This chapter considers the challenge of teaching about evolution, and suggests this is a compound issue. Firstly, there are inherent difficulties regarding natural section as a topic for school learning of a sort that are shared with other topics that students find difficult – and these would be sufficient by themselves to present a challenge to teachers. These difficulties can in principle be addressed by adopting techniques of constructivist teaching. However, these learning difficulties are compounded when learners find the idea of evolution contrary to deeply held views they share with their families and communities, and religious teaching. Moreover, such opposition to evolutionary ideas and teaching about natural selection may be reinforced by a minority of scientists who themselves deny evolution or present minority alternatives to mainstream scientific thinking (such as ‘intelligent design’) more in keeping with the religious beliefs of some students. Author's manuscript for: Taber, K. S. (2013). Representing evolution in science education: The challenge of teaching about natural selection. In B. Akpan (Ed.), Science Education: A Global Perspective (pp. 65-91). Abuja, Nigeria: Next Generation Education Ltd. 1 1 kst24@cam.ac.uk