The Use of Critical Thinking Skills for Teaching Evolution in an Introductory Historical Geology Course
Eugene Rankey 2003 Journal of Geoscience Education v51 no 3 p304-308
In this exercise, students rate themselves on an evolutionist-creationist continuum, write a paper incorporating at least three books or articles summarizing the view that opposed theirs, and then participate in a discussion about how to write a good paper, the scientific method, the role of faith, and the value of multiple working hypotheses. Then the students rate themselves on the evolutionist-creationist continuum. 75% of the students shifted their views by 10-20%, 3 towards creationism and 9 towards evolution. Students with the most extreme views on either side were least likely to change.