Transcript
Page 1: Engaging Students in Scientific Inquiry through Science Policy · Engaging Students in Scientific Inquiry through Science Policy Presentation at the Cleveland Regional Council of

Engaging Students in Scientific

Inquiry through Science Policy

Presentation at the Cleveland Regional Council of Science

Teachers Meeting

Drs. Debbie K. Jackson & Robert Ferguson

Cleveland State University October 24, 2005

Page 2: Engaging Students in Scientific Inquiry through Science Policy · Engaging Students in Scientific Inquiry through Science Policy Presentation at the Cleveland Regional Council of

Goals of the talk

•  History •  Details of each lesson •  A sample activity from one lesson •  Comments/feedback

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AAAS Science and Technology Policy Fellowship Programs: Vision 2033

(2005)

1.  Science and Society’s Futures 2.  Science, Technology, and the Human

Condition 3.  Science, Technology, and Global Security 4.  Energy, the Environment, and Global

Change 5.  Linking Science and Policy for Tomorrow’s

World

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Page 5: Engaging Students in Scientific Inquiry through Science Policy · Engaging Students in Scientific Inquiry through Science Policy Presentation at the Cleveland Regional Council of

Lesson Structure

•  Learning cycle – Engage – Explore – Explain – Extend – Evaluate

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Lesson One: Genetics

•  Based on Kenneth F. Schaffner’s talk: Identification of Genes and Disease

•  Goal: – Realize the importance of politics and

science working together to solve problems

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Lesson One: Genetics

Students will: •  Research various aspects of

genetically-linked diseases •  Debate issues of heredity versus

environment concerning diseases •  Discuss social and cultural impacts of

multiple representation in science •  Develop a position regarding what

disease(s) should receive public funding for research

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Lesson Two: The Problem with Detection

•  Based on the talks of Victor A. Utgoff and George C. Fidas: The Problem with Detection (the local level)

•  Goals: –  Realize the importance of politics and

science working together to solve problems. –  Explore which terror threats leave behind a

detectable signal

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Lesson Two: The Problem with Detection

Students will: •  Participate in a simulation •  Create personal philosophy regarding the

balance between protection of security and protection of civil rights. – Describe the philosophy – Reflect on the philosophy – Revisit and revise the philosophy, if

necessary •  List different detectors that exist now and

explain the science from which they operate •  List the threats that have detectable signals

and explain how those work

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Lesson Three: The Little Disease that Roared

•  Based on the talk of Julie Fischer: The little disease that roared.

•  Goals: –  Consider the factors that governments

make when considering how to fight a disease and which diseases to fight

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Lesson Three: The Little Disease that Roared

Students will: •  Create a flowchart on how to fight

disease •  Investigate a disease, explain

how it spreads, and what precautions would need to be taken to contain the disease

•  Compare and contrast the cost of fighting two important diseases

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Lesson Four: Energy and the Environment

•  Based on Neal Lane’s talk: The interrelationships between energy and the environment

•  Goals: – Students are introduced to the

interrelationship between energy and the environment through the study of greenhouse gases and global warming

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Lesson Four: Energy and the Environment

Students will: • Compare the energy consumption in the United States to other countries • Explain climate changes that are occurring as a result of increased CO2 emissions • Explain global warming and greenhouse gases • Form an opinion about global warming and defend it

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Lesson Five: Discrepancy between science and

policy •  Based on a talk given by Neal

Lane: The discrepancy between science and policy

•  Goals: – Students realize the impact of social,

political, and economical forces on science through an investigation of the discrepancy between science and policy

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Lesson Five: Discrepancy between science and

policy Students will: •  Develop a list of the top ten problems facing

humanity •  Compare the class list to the list of a Nobel

Prize winner, Dr. Rick Smalley •  Compare the list from Dr. Smalley to the

National Science Foundation funding chart •  Brainstorm reasons for the inconsistencies

between Dr. Smalley’s list and the NSF funding structure

•  Explain the influence of social, political, and economical forces on the problems that are addressed at the state and country level

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Lesson Six: Environmental Change at the

Chesapeake Bay •  Based on Donald F. Boesch’s talk: The

Chesapeake Bay •  Goal:

–  Understand the value of science influencing policy such that science can be part of a political answer and scientists must interact with politicians

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Lesson Six: Environmental Change at the

Chesapeake Bay Students will: •  Explain the effect of rising tides •  Write and reflect on the complexities of an

environmental change •  Research how a major environmental

change affects various stakeholders •  Investigate the impact of rising tide in and

around Chesapeake Bay on select groups •  Communicate findings after investigating

the impact of rising tide on select groups •  Defend a position regarding reaction to an

environmental change

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Lesson Seven: Asking Good Questions

•  Based on the talk given by the Honorable Rush Holt: Asking Good Questions

•  Goals: – Recognize the value in asking good

questions helps fight complacency. – Questioning is a democratic process

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Lesson Seven: Asking Good Questions

Students will: •  Critique a poorly and a well conceived

question •  Make observations on either a

biological or chemical phenomenon •  Create a good question from the

observation •  Perform an experiment to answer

their question •  Read a recent article on the types of

questions in science

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A Sample Lesson

The Problem with Detection

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Access to the Lessons

At the website: http://academic.csuohio.edu/jackson_d/

AAASLessons/AAAS.html

Our email addresses: Dr. Debbie Jackson:

[email protected] Dr. Robert Ferguson:

[email protected]


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