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As the National Science Teachers Association convened for its annual meeting over the past week, the steady wave of challenges to the teaching of evolution occupied a dominant place on the agenda.

That gathering took place as classroom teachers and others trying to stave off those offensives are receiving a renewed offer of help from a longtime ally: the scientific community.

Leaders of the prestigious National Academy of Sciences are urging their members to take a front-line role in working with teachers and others to combat what many science instructors see as attempts to weaken the teaching of evolution.

The congressionally chartered academy has traditionally offered strong resistance to attempts to bring creationism, and more recently, intelligent design, into science classrooms, arguing that such views amount to nonscientific religious belief. Over the past decade, it has spelled out those views in a number of influential guides and books.

But in recent months, academy leaders appear to have shifted their strategy by asking their 2,000 members across the country to work directly in their local communities to convince school board members, legislators, and others of the importance of emphasizing evolution in K-12 classes. That approach, the NAS leadership acknowledges, is likely to prove more effective than trying to make the case from faraway federal offices and research hubs.

鈥淲hile these challenges have national implications for science and science education, they are typically viewed as local issues, and 鈥榤eddling鈥� from organizations in Washington, D.C., is often viewed with skepticism,鈥� Bruce Alberts, the president of the National Academy of Sciences, wrote in a March 4 letter to members. Mr. Alberts said he has already been in touch with members and is 鈥渆nlisting their assistance through the writing of op-ed pieces, speaking at school board meetings, and related activities.鈥�

Backing Welcomed

The academy has recently offered help in Alabama and Kansas, two states where evolution鈥檚 status in science standards has come under renewed scrutiny, and its officials have volunteered their services to other states and districts as well.

Debates over the teaching of evolution are playing out in at least 19 states, either in legislatures or before state or local school boards, according to the National Center on Science Education, which tracks such controversies. In some cases, those attempts to downgrade evolution instruction may have stalled or died, though it is difficult to say whether they might pick up again, said Glenn Branch, the deputy director of the Oakland, Calif.-based center. 鈥淎 lot of it seems to be introduced to satisfy a particular constituency, without much hope of passing,鈥� he said, referring to legislation.

Anne Tweed, the president of the 55,000-member NSTA, welcomed the academy鈥檚 endeavor. 鈥淚f teachers are the only voice, [support for evolution] doesn鈥檛 seem to reach the community it needs to reach.鈥�

The science teachers鈥� association, which strongly supports the teaching of evolution in science classes, staged its national convention from March 31 to April 5 in Dallas, and the evolution furor received prominent attention at the event. One workshop was titled 鈥淭eaching Evolution Without Provoking Creationist Resistance,鈥� another 鈥淭eaching Evolution and Avoiding the Minefields.鈥�

Officials at the NSTA, based in Arlington, Va., say teachers face broad challenges as it is. An e-mail survey released by the organization last month found that 31 percent of respondents said they felt pressured to include creationism or intelligent design in science classes.

Dissecting the Arguments

Those results mirror the findings of several studies of teachers鈥� experiences with instruction on evolution in recent years. (鈥淭eachers Torn Over Religion, Evolution,鈥� Feb. 2, 2005.)

Michael Behe, a biology professor who supports the idea of intelligent design鈥檚 role in biochemistry, said he doubted whether the National Academy of Sciences鈥� initiative would change the opinion of parents or students who want to learn more about alternative views to evolution. Much of that audience, he argued, would assume that scientists harbor a 鈥減articular view of the world鈥� that would not tolerate doubts about evolution.

Charles Darwin鈥檚 theory, which is accepted by the vast majority of scientists, holds that present-day species have evolved from simpler ancestors through natural selection. Intelligent design is the belief that an unspecified creator may have played a role in the development of natural phenomena, including human life, that appear too complex to be explained solely by science, it is said.

Mr. Behe, a biology professor at Lehigh University in Bethlehem, Pa., said high school science classes would benefit from dissecting the arguments for and against intelligent design, rather than rejecting it outright.

鈥淪tudents get excited when there are questions we don鈥檛 know the answers to,鈥� said Mr. Behe, the author of Darwin鈥檚 Black Box, a widely read text on intelligent design. 鈥淭hey go to sleep when you tell them, 鈥楬ere鈥檚 the answer. Now go and memorize it.鈥� 鈥�

Others, like Brown University biology professor Kenneth R. Miller, said the staunchest intelligent-design and creationism advocates are unlikely to accept scientists鈥� arguments. But a larger proportion of Americans could be swayed, the prominent biology-textbook author said.

Scientists would be wise to avoid simply brandishing their credentials, or appealing to 鈥渟cientific authority,鈥� Mr. Miller said, and instead focus on explaining the evidence for evolution, a theory he strongly supports.

鈥淭his has been an ongoing battle,鈥� he said, and so far, 鈥渋t鈥檚 been fought by and large by teachers, more than the scientific community.鈥�