KLEIN's
GUIDE TO
SCIENCE EDUCATION
PHOTO CREDIT: Nadene Klein at Tuolumne Meadows Yosemite National Park
Where other science teachers fear to tread, I've been teaching evolution in my classroom since 1998. Some teachers experience backlash and complaints from parents when teaching this topic because of the conflict it has with their religious beliefs. Some teachers avoid it like to plague to avert such parent encounters. I've never had one bad experience. Why? What do I do differently. First, COMMUNICATE! I send an email to parents in advance of this unit. I explain that because this is a science class I'll be teaching evolution factually as the science topic it is. My intent is not persuade anyone to change their beliefs. I share that any student is welcome to bring any other points of view (Alien Theory, Intelligent Design, Creationism, etc,) into the class discussion and that my expectation is that all points of view will be received with respect. Lastly, I communicate that in order to refute what you don't agree with, you have to understand it. After communicating with parents, I more thoroughly explain these same points to my students. How do I back it up? We all know that talk is cheap. I can say these things all I want. What gives them impact is how I follow through. We all know that actions speak louder than words. Sometimes, words speak loudly too. Bring on the debate. I guide students through lessons to learn about evolution. Then each student is randomly assigned a role in our class debate: pro-evolution, against evolution, or judge. Regardless of their personal beliefs or thinking, they now have to represent the side they've been given. This drives home my point that in order to competently and effectively defend your point of view, you thoroughly have to understand your opposition. Further this gives students practical experience with the NGSS Scientific and Engineering practices of analyzing and interpreting data, constructing explanations, obtaining/evaluating/communicating information, and (most obviously) engaging in argument from evidence. During the debate we follow the protocol of alternating sides presenting opening statements, and exchange of 3 arguments per side with rebuttals, and closing statements. Teams are given sufficient class time to prepare and collaborate on their strategy and who will voice which role. Judges pre-think questions and information they anticipate they will hear and familiarize themselves with the scoring sheet. This score is used to decide which team won the debate and earns a candy prize NOT student grades. I grade students on participation/engagement and scientific content of what they say. I do not grade speaking skills. Perhaps the most powerful part of the process is the after debate reflection that each student writes. They are prompted to express how their thinking has changed on the topic. The impact of this learning experience is immeasurable. Debate can be implemented in the science classroom for a multitude of topics, not just evolution. Any topic that includes ethical use of scientific information would be great content for a debate. Here are a few ideas: genetic engineering, cloning, sustainability measures, space travel/tourism, how to dispose of space junk, government regulation of science...and so on... Feel free to share your debate ideas and experiences in the comments below.
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AuthorNadene Klein, M.Ed. has been an educator for over 25 years. She brings a passion and love for science to the classroom and through this blog to you. Archives
March 2024
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