Chapter 6 - Science Teacher Talk
"How do you deal with issues related to science, technology, and society in your teaching?"
Ginny Almeder
An important goal of education is to develop the students' ability to deal with societal issues. Many of these issues result from theoretical research and scientific technology, and are controversial by their very nature. STS issues such as creation science, AIDS, in vitro fertilization, genetic testing, and environmental hazards should not be ignored. Students need opportunities to develop critical thinking skills and well-informed opinions.
In our biology classes, we deal with such topics as creation science and evolution, the ethical and legal implications of genetic counseling, animals in research, the use of steroids, and environmental issues such as the greenhouse effect and ozone depletion. The students are encouraged to discuss their political and ethical positions regarding the various topics. With this approach, we are able to have non-threatening discussions, which promote both an increased understanding of the issues and a greater acceptance of other viewpoints.
For example, a discussion of creation science and evolution provides a fertile setting for distinguishing between a scientific theory and a religious belief. If students are able to understand the difference, they are more likely to appreciate that science and religion are not mutually exclusive. In addition, such a discussion can be used to develop arguments and counterarguments for various issues and thus improve critical thinking skills as well as an appreciation for the differences of opinion that characterize our pluralistic society.
Brian Davis
Socially important science issues are usually addressed in full classroom group discussions and debates. I often pose scientific scenarios to students that involve moral or ethical dilemmas. The students are responsible for dissecting the issue, presenting the pros and cons, and providing a justifiable stance in support or opposition of the issue. I help my students to understand that they will be faced with these types of decisions in the future and some science related topics will challenge their moral values but could serve the greater good. These conversations could be charged at times but the discussion serves as an opportunity to hear the perspective of their peers.
Gerry Pelletier
It is not my style to hide from STS issues, so these issues are part of my curriculum. This year we dealt with the problem of nuclear energy. In order to make the students more aware of this issue we read Hiroshima by John Hershey and discussed the ramifications of the release of radioactive particles within the Earth's atmosphere. We analyze the effects of that event with nuclear accidents such as Three Mile Island and Chernobyl. I handled the issue of evolution in the same manner. We read the play Inherit the Wind and discussed the controversy which is still brewing today between creationists and evolutionists. I find that by reading and sharing in the same literary experience students find it easier to discuss and understand various STS issues.
John Ricciardi
My curriculum content is full of controversy and speculation. The entire knowledge base of "quantum" and "astro" phenomena is built on human subjectivity. To object, dispute and oppose, is also to be thinking scientifically. There are many "pictures," perceptions and schools of thought concerning "what is." Science's controversy is science's excitement, strength and vitality.
In my classes, popular STS issues, such as creationism vs. evolution, high tech mechanical/biological creationism vs. environmental preservation are presented. However, within the context of the entire curriculum, their significance becomes de-accentuated. It seems that the issues are realized for what they are---only small pieces to the whole of nature's puzzle---only a "fuzziness" of parts to a grander, unseen clearness of "what is."
Dale Rosene
There are a number of guidelines that I follow when dealing with STS issues. These include the following: (1) Be open---allow all students to voice their opinions and views. Encourage them to examine the basis for these views. (2) Try to provide balance when appropriate. (3) Invite experts into the classroom to provide their point of view. (4) Use writing exercises, because these cause the students to more carefully examine their beliefs. (5) Role playing activities provide an excellent forum for STS issues. (6) Don't try to infuse your views on the class---unless appropriate. (7) Involve community groups when integrating new curricula such as sex education.
Scott Schomer
Global warming, energy usage, urbanization, and population growth are areas we typically explore. In most cases, either I provide or students provide information for and against the issue. Then students are grouped to pool scientifically justified data (versus editorial-type information). My goal with these topics is to facilitate discussions which generate more questions. We do not necessarily seek answers to support one view on any of the issues, but rather try to follow the trail of questions that are generated to gain deeper understandings of the issues. The goal is for students to make decisions based on evidence versus opinion.
I try to relate science to the local community and utilize community resources to promote learning. For Oceanography, I have a field trip to the Georgia Aquarium. For Meteorology, I have a guest speaker come in from the Weather Channel and we have a field trip to the National Weather Service Center. For Physics, I take the class to the auto tech shop on campus and have the auto tech students and instructors lead my students around and demonstrate the physics involved with automobiles. In general, we take regional issues such as traffic, pollution, climate, urbanization and examine the interplay of science and human enterprises.