The fact that presenting both sides may convince many students to reject the Darwinist side is a major motivation for the almost fanatic efforts by Darwinists to ensure that only one side of the controversy is taught. Eugenie Scott, in contrast to the empirical literature (and the experience of most teachers), argues that only pure unadulterated evolution should be taught (and should be taught as fact) because “using creation and evolution topics for critical-thinking exercises in primary and secondary schools is virtually guaranteed to confuse students about evolution.” Her real concern is that teaching both sides “may lead them to reject one of the major themes of science” i.e. Darwinism (Witham, 2002, p. 23). In this she is probably correct.
Bergman, J. (2006) The “Nothing in Biology Makes Sense Except in the Light of Evolution” Myth: An Empirical Study and Evaluation. The True.Origin Archive. Available http://www.trueorigin.org/biologymyth.asp. Last accessed 12th Jul 2014.