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.
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1 April 2015
Preparing Students for Science in the Face of Social Controversy
Terry Bramschreiber,
David Westmoreland
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The American Biology Teacher
Vol. 77 • No. 4
April 2015
Vol. 77 • No. 4
April 2015
empiricism
nature of science
pseudoscience
rationalism
skepticism