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The '''creation-evolution controversy''' is a recurring dispute most prevalent in regions of the [[United States]].  While the controversy has a long history,<ref>{{hnb|Numbers|1992|p=3-240}}</ref> today it primarily concerns what should be taught as [[science]] in [[public schools]], and what is good science.<ref>{{hnb|Peters & Hewlett|2005|Ref=CITEREFPetersHewlett2005|p=1}}</ref>  In the United States, the teaching of [[biology|biological]] [[Theory of evolution|evolution]] in the public schools is a significant area of contention, while the teaching of alternatives such as [[creation science]] and [[Intelligent Design]] are other aspects of the dispute.

The '''creation-evolution controversy''' is an ongoing dispute most prevalent in regions of the [[United States]].  While the controversy has a long history,<ref>{{hnb|Numbers|1992|p=3-240}}</ref> today it primarily concerns what should be taught as [[science]] in [[public schools]], and what is good science.<ref>{{hnb|Peters & Hewlett|2005|Ref=CITEREFPetersHewlett2005|p=1}}</ref>  In the United States, the teaching of [[biology|biological]] [[Theory of evolution|evolution]] in the public schools is a significant area of contention, while the teaching of alternatives such as [[creation science]] and [[Intelligent Design]] are other aspects of the dispute.

In the first case, [[evolutionists]] argue that Creation Science and Intelligent Design should not be taught in the public schools because it is fundamentally [[religion|religious]] in nature and not science.

In the first case, [[evolutionists]] argue that Creation Science and Intelligent Design should not be taught in the public schools because it is fundamentally [[religion|religious]] in nature and not science.