“Teach the Controversy”

Abstract

This study examined sources and frames in the debate over whether to teach evolution or intelligent design in public schools. A content analysis of 12 newspapers from Kansas, Ohio, and Pennsylvania was conducted to see how geography and sourcing affected the framing of the controversial science issue. Established patterns of reporting science were repeated in the news coverage, but location and sources played an important role in how the issue was framed. The frames varied by region, suggesting a new direction for future research of framing.

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