The Association for Science Education which has issued a statement (PDF) on science education, intelligent design, and creationism. (Hat tip to Panda’s Thumb.) One section discusses whether intelligent design should be taught as part of science education:
The rationale for science education involves the stimulation and motivation of young people towards appreciating and understanding some of the key ideas in science. It aims to engage them in exploring first hand the processes of science through experimentation, investigation, argument, and modelling thereby teaching them how science works in both an historical context and within the social community which is science. In doing so, science education explores the relationships between evidence and theory whilst appreciating the provisional nature of scientific ‘knowledge’. Such an education should prepare learners to be confident in engaging with scientific issues and be able to take a critical approach when evaluating claims which are ‘scientific’, thereby making an assessment of what might be seen as ‘good science’ and ‘poor science’.
When set against this rationale it is clear to us that Intelligent Design has no grounds for sharing a platform as a scientific ‘theory’. It has no underpinning scientific principles or explanations to support it. Furthermore it is not accepted as a competing scientific theory by the international science community nor is it part of the science curriculum. It is not science at all. Intelligent Design belongs to a different domain and should not be presented to learners as a competing or alternative scientific idea. As such, Intelligent Design has no place in the science education of young people in school.