Adam Rutherford who writes on scientific matters for the Guardian analyses the recent poll in more depth.

Mr Rutherford doubts the poll’s statistical integrity but makes the telling point: “Then again, if there is one science teacher who thinks that creationism should carry equal status as evolution within a scientific context, then that is one too many.”

Indeed. And with Mr Snow’s permission (he is still editing The Guardian, I hope), I will quote Mr Rutherford’s final flourishes:

“So, we have two problems. The first is that a proportion of science teachers are not fit for purpose. Those who think that creationism and evolution should be considered equally in a scientific context do not understand evolution. Indeed, they do not understand science and need either to be rigorously re-educated, or removed from the science classroom. The process of teacher training has failed these poor deluded souls, and they should not be allowed to pass on their ignorance to pupils.

The second is a practical problem. Creationism exists and may be on the rise. Despite clearly being unscientific, it does have a relationship with the only valid rational explanation of life, namely evolution by natural selection. Science teachers should be able to deal with it in the classroom, succinctly and without endorsing it. Creationism should not be part of the national curriculum for science but should be included in science teacher training. That way, they can be fully tooled up to explain why evolution is right and creationism is wrong."

Meanwhile, once again in the Telegraph, a Mr Damian Thompson has another theory as to why creationism is insinuating its way into some teachers’ pedagogical affections: Islam is the reason British teachers are suddenly happy to teach creationism.

But we should also add a word of appreciation for the clear-thinking majority of science teachers who teach evolution, and dismiss the intrigues of those who would bring dogma of whatever stamp into the classroom and laboratory, and dress it as an alternative to scientific method.