"This really bugs me," Buttars said. "I don't want it taught, the evolution of humans, as fact. It's not fact, it's a theory, with holes you can drive a truck through. The missing link's still missing, and so's the rest of the chain."

Buttars and state education officials, including Moulding, are meeting next week to discuss exactly what students are being taught.

Buttars believes that if students are taught humans evolved from ape-like ancestors they also ought to be taught the theory of intelligent design.

"I'm thrilled they're willing to talk and look at this," Buttars said. "I want to see the whole picture."

Buttars says he also might request the core curriculum be worded differently, depending on what arises in the meeting.

Meanwhile, the state office is drafting a position statement on the science core. It may emphasize to teachers that "we respect beliefs students bring to the classroom," Moulding said.

But he says intelligent design has no place in the state core curriculum.

"Evolution is one of the fundamental principles around which biology is organized. It's necessary students understand those concepts in order to advance in the sciences," Moulding said. "We're entering an increasingly global society, and the economy that has sprung forth requires doubling numbers of individuals with backgrounds in science . . . and they need to be taught science."

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E-mail: jtcook@desnews.com