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Sensitive/Controversial Science Education Topics (USA)

Sensitive/Controversial Science Education Topics (USA). Controversial Topic (CT) Definition. “Issues that deeply divide a society, that generate conflicting explanations and solutions based on alternative value systems, are considered controversial” (Harwood & Hahn, 1990).

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Sensitive/Controversial Science Education Topics (USA)

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  1. Sensitive/Controversial Science Education Topics (USA)

  2. Controversial Topic (CT) Definition • “Issues that deeply divide a society, that generate conflicting explanations and solutions based on alternative value systems, are considered controversial” (Harwood & Hahn, 1990).

  3. Controversial Topic Definition • “Controversial issues are important policies or proposals on which conflicting views are held by large numbers of people in schools, community and nation” (The School District of Philadelphia, 1990).

  4. Identified Earth System Controversial Topics in Science Education (USA) NESTA Survey of Earth and Space Science Teachers about Needs/Concerns There were 275 respondents to this survey (Johnson, 2011).

  5. Teaching Strategies For Sensitive/CTs • “Most strategies for teaching students about values issues during the 1970s and 1980s followed the same basic rule: Present the students with the dilemma, give them rational processes for thinking through the dilemma, but do not try to impose your own values on them” (DoBoer, 1991, p. 181).

  6. Teaching Strategies for Sensitive/CTs • Encourage students to adopt a critical stance, support their views through argumentation, and tolerate alternative opinions (Hart, 2007).

  7. Teaching Strategies for Sensitive/CTs • Begin by teaching relevant science content, then discuss related policy or economic issues, and end by having students explore their own personal stances (Kirk, 2011).

  8. Teaching Strategies for Sensitive/CTS • Provides students with “solid background information, multiple perspectives, guidelines for discussing issues as a group, substantive discussion questions, and strong follow-up” (Cannard, 2005, p. 15).

  9. Teaching Strategies for Sensitive/CTs • “The formulation of evidence in support of knowledge claims is central to scientific practice (Duschl, 1990; Kelly & Takao, 2002) and has been identified as a pedagogically inventive way to engage students in meaningful discussions related to controversial scientific issues such as global climate change (Driver et al., 2000; Geddis, 1991; Jimenez-Aleixandre & Rodriguez, 2000; Newton et al., 1999)” (Schwizer & Kelly, 2005, p. 75).

  10. Teaching Strategies for Sensitive/CTs • Have students analyze the scientific data themselves (McGinnis, Hestness & Riedinger, 2011; Kirk, 2011).

  11. Teaching Strategies for Sensitive/CTs • Incorporate manipulatives into small group cooperative learning experiences (McGinnis & Simmons, 1999; McGinnis, Hestness & Riedinger, 2011 ).

  12. Teaching Strategies for Sensitive/CTS • Invite guest speakers to come and speak (McGinnis & Simmons, 1999).

  13. References • Hart, P. (2007). Environmental education. Handbook of Research on Science Education (pp. 689-726). New York: Routledge. • Hildebrand, D., Bilica, K. & Capps, J. (2008). Addressing controversies in science education: A pragmatic approach to evolution education. Science & Education, 17, 1033-1052. • Johnson, R. (2011). An aside about controversial topics in the earth science classroom – new climate change education survey. Retrieved from http://www.nestanet.org/cms/content/publications/enews/issue/2011/8 • Jones, M. G. & Carter, G. (2007). Science teacher attitudes and beliefs. Handbook of Research on Science Education (pp. 1067-1104). New York: Routledge • Kirk, K. (2011). Teaching environmental issues and the affective domain. Retrieved from http://serc.carleton.edu/NAGTWorkshops/affective/environment.html • McGinnis, J. R., Hestness, E., & Riedinger, K. (in press, 2011). Changing science teacher education in a changing global climate: Telling a new story. In J. Lin & R. Oxford (Eds.), Transformative eco-education for human survival in the 21st century. Greenich, CT: Information Age Publishing.

  14. References • McGinnis, J. R., & and Simmons, P. (1999). Teachers' perspectives of teaching science-technology-society in local cultures: A sociocultural analysis. Science Education, 83(2), 179-212. • McKee, J. (2011, January). Preparing for controversy. NSTA Reports, p. 17. • National Science Teachers Association. (2007, September). Clones, cats, and chemicals: Teaching about controversial topics in science. NSTA Reports, p. 6. • Reardon, S. (2011). Climate change sparks battles in classroom. Science, 333, 688-689. • Schwizer, D. M. & Kelly, G. J. (2005). An investigation of student engagement in a global warming debate. Journal of Geoscience Education, 53(1), 75-84. • The School District of Philadelphia. (1990). 119. Controversial issues. Retrieved from http://philasd.org/offices/administration/policies/119.html

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