Preparing Students for Science in the Face of Social Controversy

Autor/inn/en	Bramschreiber, Terry; Westmoreland, David
Titel	Preparing Students for Science in the Face of Social Controversy
Quelle	In: American Biology Teacher, 77 (2015) 4, S.284-288 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-7685
Schlagwörter	Leitfaden; Unterricht; Lehrer; Science Instruction; Controversial Issues (Course Content); Social Attitudes; Sciences; Science and Society; Scientific Methodology; Metacognition; Student Attitudes; Critical Thinking; Thinking Skills; College Students; Biology; Learning Activities + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Controversial issues; Kontroverse; Social attidude; Soziale Einstellung; Science; Wissenschaft; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schülerverhalten; Kritisches Denken; Denkfähigkeit; Collegestudent; Biologie; Lernaktivität
Abstract	Science educators often teach topics that are largely resolved in the scientific community yet remain controversial in broader society. In such cases, students may perceive the teacher as biased. We present two exercises that foster more objective learning about the scientific underpinnings of socially controversial topics. The first exercise clarifies why the scientific resolution of an issue does not necessarily align with social perception. The second applies this concept by having students discriminate science-based claims from other claims. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01