KLEIN's
GUIDE TO
SCIENCE EDUCATION
PHOTO CREDIT: Nadene Klein at Tuolumne Meadows Yosemite National Park
In the NGSS, the 7th of the Science and Engineering practices is engaging in argument from evidence. If your students are like mine, the most engaging way to approach developing this skill is with a debate. My Zoology students asked me if we were going to do a debate as we entered into the topic of evolution. In my mind, it seemed like a standard, controversial science topic to debate. I replied that it was possible if they wanted to do so. I like empowering my students. They surprised me. They were not at all interested in debating evolution. How could that be? These kids would argue about anything and be good at it. It turns out that the whole class was in agreement, yet another unusual occurrence. They were against doing this debate for two reasons. First, they had done it before and found the topic to be boring because of the second reason they didn't want to do it. They all already agree that evolution is the reason for the current state of all species on Earth. To debate that seemed like a waste of time to them. O.K., they won the debate with me to not debate evolution. The matter was not closed. The next day I posted their warm up question on the front board, "Would you like to debate a topic other than evolution in this class? If so, what topic?" The decision was unanimous, they did want to debate. The topic that was agreed upon by majority input became, "What is the best strategy for saving endangered species?" We used an online random name picker to divide the class into 2 groups. Once in their groups, they had to come to consensus on the strategy that the group would argue for. With little fuss, each group agreed amongst themselves on their stance. Team 1 argued for establishing animal sanctuaries and reserves while Team 2 argued for additional legislation and laws to protect endangered species. The class had 2 days to find their evidence that their strategy was the best, determine the order in which they would speak, and prepare themselves to be well versed on their strategy. At the start of those two classes, I posted warm up questions that would remind and guide students to recall the skills that would serve them well during the debate. While the teams prepared, I had one student who spoke with me privately about her anxiety of debating. While not shy and willing to present in class, something about the nature of debating triggered her anxiety. This student became the judge. She had to look into both strategies being debated and take notes. She had to prepare at least one question in advance that she would direct to each team. At the conclusion of the debate, she would be unbiased in determining the winning team. On debate day, I served as the moderator. I set up the room with two tables facing each other and a judge's table separate. I used a timer and we followed debate protocols. Students were well spoken and passionate. This was the first time I was not surprised in the process. I knew my students would thrive in this learning activity. Determining the winning team wasn't easy, but Team 1 won because they had a greater variety of evidence and were able to respond to questions a little bit stronger. To debate or not to debate? The answer is YES, DEBATE! Consider stepping outside of your teacher comfort zone and let the students pick their topic. You can't go wrong when you elicit that passion that the students already carry within themselves. REFERENCES: “A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas” at NAP.edu. (2012). In nap.nationalacademies.org. National Academy of Sciences. https://nap.nationalacademies.org/read/13165/chapter/7#42
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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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